Changes In Language Teaching Methodology
In today's increasingly globalised and multicultural society
, it is ever more important to be competent in a second language and, as a result, understanding and being aware of foreign cultures and markets. Numerous jobs and careers demand language knowledge, putting even more pressure on schools, which should be facilitating foreign language development early in life, when the brain is highly receptive to learning a new language.
Recognising the necessity for more forceful and comprehensive language teaching, the National Languages Strategy was launched in 2002, and has achieved much in the intervening period. For example, over ninety percent of primary schools are now teaching a foreign language in Key Stage Two, which encompasses children aged eight to eleven. From 2011, it will be compulsory for at least one modern foreign language to be studied from the age of seven, and this will correlate with the languages offered at nearby secondary schools, so that children will be prepared for entry into Key Stage Three.
The teaching in the secondary sector is more challenging, since participation in
foreign language learning becomes optional at Key Stage Four with many, seemingly more 'fun' options expanding the possible curriculum for students, and the sector has seen a decline in participation over recent years. However, this decline now seems to have been halted, although there is still no sign of a general increase in language participation among students.
Schools are now required to 'make the case' for languages to pupils, and it is this which must be further encouraged. Many strategies, including the Routes into Languages programme, which sees a group of universities working together to encourage the studying of languages, as well as the Business Language Champions programme, which is designed to make children aware of the rewarding and exciting careers made available through languages, have been put into place to try and promote the learning of an optional foreign language beyond Key Stage Three. Increased funding helps all of these programmes to have effect.
Schools have been encouraged to put in place a benchmark for the number of pupils participating in language learning, although not many have as yet done so because of the difficulty of meeting it. Recently, there has also been a growth in the number of secondary schools becoming Specialist Colleges which is beneficial in many ways and, as Specialist Language Colleges, will put further emphasis on foreign language learning. However, this will also mean that other kinds of Specialist Colleges may focus less on the importance of continuing a foreign language into Key Stage Four and beyond.
Another factor which seems to be negatively impacting the selection of an optional foreign language is that the subject is perceived to be difficult, with pupils believing that it is harder to gain a high grade in a language than in certain other subjects. However, new materials and resources, such as vocabulary games, blogging and ICT-podcasting, as well as the introduction of NVQs in foreign languages, seem to be changing this.
Most importantly, it is obvious that the significance of learning a foreign language has been acknowledged and measures are being put in place to try and make the subject more attractive for students. Uptake of a foreign language at Key Stage Four does seem to be steadily increasing and looks likely to continue to do so in years to come.
by: Linguarama
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