Language Teaching Trends In British Schools
The final decade has witnessed a whole lot of flux when it comes to language teaching trends in British schools, stemming from the 2002 alternation in education policy which had major implications for secondary and primary schools. At one finish, plans were set up to possess all children from age 7 language learning by 2010, to be able to improve engagement with other languages and address the issue of Britain’s monolingual culture. In the other finish, learning an overseas language at GCSE level is made non-compulsory to be able to give students greater license to select vocational subjects that more appropriate them.
What exactly possess the effects of the change of policy been? One immediately noticeable impact continues to be the sharp loss of the amount of pupils going for a language at GCSE, with year-on-year drops in degree of uptake. This decrease has hit the standard subjects of French and German hardest, leading schools to lower their language provision to be able to adjust to the possible lack of demand.
It’s also were built with a knock-on impact on the amount of student teachers specialising in other languages, using the profession of language teaching lately referred to as finding yourself in ‘decline’. This can be as a result of insufficient possibilities at school level, and also the perceived poor career that include the reduction in student figures.
It has also shown to be a problem at primary school level, where educational leaders have bemoaned the caliber of provision and insufficient teachers with specialised teaching skills. Regardless of the initiative getting been began in 2002, some have reported too little training and funding. It’s been claimed that the quarter of primary schools were unprepared for compulsory teaching in ’09, and reserach has slammed delivery training across as Britain as ‘catastrophically diverse’.
One report from Cambridge College went to date regarding state that teaching languages at primary school has little positive effect on learning at secondary level, while some are involved that bad pronunciation by unskilled primary teachers could cause children to create mistakes that should be ‘unlearnt’ afterwards.
But while there’s concern, the modification in educational policy might not have been for that worst. It’s generally recognised that teaching a language at primary school has wider positive impacts on children’s general educational development, which learning other languages in early stages might help get kids looking forward to building their skills later in education. Indeed, area of the thinking behind the academic policy shift was that language learning early is needed improve kids’ ‘confidence, understanding and experience’ along with other languages. Possibly the alterations can result in more committed foreign language learners at secondary level, although at the moment it’s too soon to inform.
Additionally, there are hope the loss of learning has already been backwards, with optimists pointing towards the growing uptake of Latin like a sign that students continue to be passionate about language. Overall, the current nature from the changes implies that it’s difficult to calculate the actual impact of a focus on earlier learning and greater choice, but it is also obvious the government dedication to training and funding is going to be critical if language teaching policy will be successful.