Modern Language Teaching: review.

STATES OF JERSEY

MODERN LANGUAGE TEACHING: REVIEW

Lodged au Greffe on 17th December 2013 by Deputy M. Tadier of St. Brelade

STATES GREFFE

2013   Price code: C  P.166

PROPOSITION

THE STATES are asked to decide whether they are of opinion

1. to request the Minister for Education, Sport and Culture to conduct a review  of  modern  language  teaching  in schools,  to include  the following matters –

1. an account of current language provision and take-up;
2. an examination of additional languages that could be added to the curriculum, in order to meet current and future socio- economic and cultural demands;
3. which languages, if any, should be offered on an optional basis;
4. the optimum age at which foreign languages should start to be taught in schools;
5. alternative  methods  of  language  tuition, including,  but  not limited to, immersion learning and bi-lingual tuition;
6. a feasibility study into the creation of one or more bi-lingual and/or immersion learning schools in the Island;
7. an exploration into the viability and desirability of extending School Twinning Programmes and student/teacher exchanges;

(viii)  extending the use of language resources provided for schools to businesses/adult learners outside of school hours;

2. to request  the Minister  to report  back  to the  States  no  later than September 2014 with findings and recommendations.

DEPUTY M. TADIER OF ST. BRELADE

REPORT

Speaking only one language is a rarity in the modern world.' – Dr. Mari Jones, Reader in French Linguistics and Language Change at Cambridge.

I was pleased to be able to attend the 2013 Conference for Culture on 30th November which,  amongst  other  things,  looked  at  the  importance  of  preserving  our  native language of Jèrriais. One of the highlights of that meeting was a very inspiring talk given  by  Dr. Mari Jones  of  Peterhouse  Cambridge.  The  words  she  used  (above) jumped out at me when she spoke. She also reiterated the benefits of bi- and multi- lingualism – culturally, cognitively and economically.

I am sure these benefits are widely appreciated by States Members and the public and we are fortunate, as an Island, to have a rich diversity of languages and cultures that have come to influence the Jersey that we know today.

It is also obvious from the number of questions that have been asked on the subject in recent years that Modern Language provision features significantly in the interests of various States Members, and Ministers.

This proposition seeks to establish consensus from members that –

1. foreign language learning is an important area of the curriculum for our young people;
2. we live in a changing world and consequently, the way we teach/learn languages (and which languages are on offer) should be the subject of periodical review.

Paragraphs (i), (ii) and (iii)

In order to see where we want to be going, it is important to take stock of where we are currently. The take-up for modern foreign languages appears to be in decline (see Appendices). It is worth noting that French is no longer compulsory in schools, and German is no longer offered at A-level, and has also declined at GCSE.

At the same time, we are living in a world where certain economies and their related cultures  are  becoming  more  significant,  globally.  This  was  demonstrated  by  the following question and answer on 8th October that I addressed to the Minister for Economic Development –

Will the Minister state which foreign languages are the most important for Jersey both currently and in the medium and longer term in terms of business?

What plans are there for co-ordination with the Minister for Education, Sport and Culture to make sure that a sufficient number of local school-leavers are sufficiently competent in these languages to meet current and future demands for these language skills for business and culture?'

The full answer can be seen in Appendix 1 but, crucially, the Minister identified the importance of Mandarin and Portuguese, reflecting the significance of the emerging BRIC countries (Brazil, Russia, India and China) on current and future trade.

He acknowledged that: Individuals who study languages at a higher level in Jersey have  remained  relatively  and  consistently  low  over  the  last  5 years'  and  that Enhanced language skills are likely to become a key employability asset in terms of the future Jersey workforce and the States is seeking to promote languages alongside other higher level professional skills.'.

On 11th September 2012, questions relating to the teaching of modern languages were also raised (initially to do with German), with the current Minister for Education, Sport and Culture stating: I think any improvement in the ability of Islanders to speak modern foreign languages is desirable, whether it be German or whether it be French, Spanish, Italian, Portuguese indeed, or even Mandarin et al.'

Given the clear importance of Portuguese, Chinese, Russian and Spanish (and Arabic) as important world languages, it is right that, educationally, we also ascertain whether we need to realign our language provision accordingly.

Paragraphs (iv), (v) and (vi) – A Language Strategy

There  is  a  perception,  which  is  largely  valid,  that  Britain  is  linguistically handicapped', with a prevalence of monoglots whose only language is English. If we, in Jersey, are to compete linguistically with other countries, and even the UK, it is important that we have a Jersey language strategy that puts the effective acquisition of key strategic languages at its heart.

If we are to be successful, it is key that languages are taught at an early age. Firstly, because this is where resources are targeted most effectively and secondly, because  young  children  learn  languages  in  a  different  way  to  adults  (i.e. more efficiently).

Experts tell us that –

For a person to be able to pronounce certain sounds, it is necessary that they be exposed to them before a certain age; afterwards, they not only lose the ability to speak these sounds, but also to hear them.'1

Research in second-language learning indicates that the optimum time to learn a new language without difficulty, without an accent, and with proper syntax is before 7 years of age.'2

Currently, however, acquisition of a modern language usually happens much later, if at all.

It  is  also  important  that  we  look  at  different  methodologies  for  the  teaching  of (modern) foreign languages, which may well include making the use of immersion and/or bilingual schools or lesson plans. We know that interest has already indicated

in this area, with a delegation sent to look at UK bilingual schools in October of this year. I believe it is important that that work is followed up.

1 Why we speak with foreign accents' –

http://blog.brainscape.com/2012/03/why-foreign-accents 2 J.W. Wilson , Cracking the Learning Code' –

http://crackingthelearningcode.com/bonus7.html

Paragraphs (vii) and (viii)

Many  of  us  know  from  first-hand  experience  how  extremely  valuable  school exchanges  and  twinning  programmes  are  in  the  process  of  effective  language acquisition, not to mention the important cultural exposure that they bring.

It is to be commended that steps have already been taking in establishing educational links with schools in China, which reflect the economic and cultural diplomacy that is taking place concurrently. I would hope that these type of exchange programmes could be extended – and who knows, one day even our parishes may be twinned with places in China.

It is also important that we continue the work that is already being done, to support businesses whose staff wish to train in foreign languages for work purposes. It may prove both desirable and beneficial to extend access to school provision to the wider public and/or vice versa.

Finally,  whilst  I  hope  that  the  general  thrust  of  this  proposition  will  seem uncontroversial and even desirable to most, I do believe that it is important that action is  taken  in  a  timely  manner.  Learning  languages  is  not  something  that  happens overnight. It will need sustained effort for the fruits to be realised in future years. I would encourage members ask for a swift review and a plan of action so that we can be assured that Jersey is fighting fit to meet the linguistic demands of the current and future needs of the Island; so that our school-leavers will be in the best possible position to compete effectively in terms of jobs, creativity and personally.

Financial and manpower implications

It is expected that this review will be conducted from existing budgets.

WRITTEN QUESTION TO THE MINISTER FOR ECONOMIC DEVELOPMENT

BY DEPUTY M. TADIER OF ST. BRELADE ANSWER TO BE TABLED ON TUESDAY 8th OCTOBER 2013

Question

Will the Minister state which foreign languages are the most important for Jersey both currently and in the medium and longer term in terms of business?

What plans are there for co-ordination with the Minister for Education, Sport and Culture to make sure that a sufficient number of local school-leavers are sufficiently competent in these languages to meet current and future demands for these language skills for business and culture?

Answer

Businesses in Jersey increasingly work in a global market place with the majority of business transactions undertaken using the English language, except in the emerging BRIC markets and the Middle East. As business development, from Jersey, to these emerging markets represents a longer term investment, where opportunities or needs arise  with  regard  to  language  these  will  be  prioritised  by  States  Departments  in conjunction with private sector suppliers.

It is therefore currently believed that the most likely medium to longer term business language requirements include Mandarin (China) and Portuguese (Brazil).

In 2007 the Council of Ministers agreed to the establishment of a Skills Executive comprising the Ministers and Chief Officers for Economic Development, Education Sport and Culture and Social Security. The purpose of the Skills Executive was to give political leadership, determine policy priorities and provide strategic direction to an employer-led Skills Board charged with co-ordinating the work of three government departments  in  developing  policy  and  strategy  for  enhancing  skills –  including languages – in the workforce and those about to enter it.

Skills Jersey Board activity to identify where the skills gaps are now and where industry feels it will be in the future, with the Board tasking officers from all three departments to work closely with industry representatives to develop strategies to better align the skills needs of businesses and aspirations of individuals.

Individuals who study languages at a higher level in Jersey have remained relatively and consistently low over the last 5 years with a slight dip in the 2013/2014 academic year.

Enhanced language skills are likely to become a key employability asset in terms of the future Jersey workforce and the States is seeking to promote languages alongside other  higher  level  professional  skills,  through  the  recent  launch  of  the  Skills Accelerator' product. Under this EDD funded scheme, individuals – with the support

of their employer – can access up to 75% of the costs of specialist training, with a financial cap of States support at £5,000. By taking advantage of a Skills Accelerator grant, businesses can identify those key individuals with both a business need and a languages capability and acquire the requisite private sector training required for them to learn those languages appropriate for future business development.

WRITTEN QUESTION TO THE MINISTER FOR EDUCATION, SPORT AND CULTURE BY DEPUTY G.P. SOUTHERN OF ST. HELIER

ANSWER TO BE TABLED ON TUESDAY 9th OCTOBER 2012

Question

Following the broad support in his response to questions on 11th and 25th September 2012 for the improvement of access to modern foreign languages (MFL) in Jersey schools, will the Minister provide the following data for the period 2002–2012 –

1. the range of languages available in Jersey schools to GCSE and A/A2 levels;
2. the numbers of classes and of students taking GCSE and A/A2 level in MFL;
3. the number of students going on to study MFL at degree level;
4. a breakdown of results at GCSE and A/A2 level; and,
5. the number of MFL assistants and their timetabled use?

Answer

The information dating back to 2002 is not readily available and, given the short timescale for answering this question, it has not been possible to compile a full report, which is a significant project. The latest information is, however, provided below:

1. the range of languages available in Jersey schools to GCSE and A/A2 levels;
2. the numbers of classes and of students taking GCSE and A/A2 level in MFL;

All students take French in Key Stage 3 to the end of Year 9. GCSEs 2011–2012

A-level classes 2011–2012

3. the number of students going on to study MFL at degree level;

In the academic year 2011–2012, a total of 37 Jersey students were studying a modern  foreign  language  at  degree  level  out  of  a  total  of  1,349 under- graduates. Courses were as follows:

There are currently 37 students enrolled for the 2012–13 academic year on a similar range of courses.

4. a breakdown of results at GCSE and A/A2-level; A-levels 2011

GCSEs 2011 (996 pupils on roll)

(A breakdown of 2012 results by subject is not yet available.)

5. the number of MFL assistants and their timetabled use?

French – 3 language assistants

10 hours Haute Vallée (hours per week) 4 hours Grainville

4 hours Les Quennevais

8 hours Le Rocquier

16 hours Hautlieu

16 hours JCG

13 hours Victoria College

Spanish – 3 language assistants 4 hours Haute Vallée

3 hours Grainville

2 hours Les Quennevais

2 hours Le Rocquier

11 hours Hautlieu

6 hours JCG

7 hours Victoria College

Italian – 1 language assistant 2 hours Grainville

3 hours Hautlieu

5 hours JCG

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