There have recently been some changes to the way languages are taught in the United Kingdom. These changes are designed to get children learning languages early to boost participation and language skills. The rollout of compulsory language teaching to seven and eleven year-olds is almost complete: 99 percent of primary schools are currently teaching languages to their pupils. However it will take time for teachers at the older age groups to see the benefit. There are also fears that some schools are discouraging less academically minded pupils from taking language qualifications at GCSE and A-Level, in an effort to boost results in the league tables. A joint report by the CfBT education trust and the British Council shows that there is evidence that language teaching is declining. One explanation for this is the suggestion that it is a strategy to boost results as students take other “less challenging” subjects. In the British education system a lot of emphasis is placed upon the league tables generated from results in national examinations, particularly the GCSE’s taken by students at the age of 16. Tables are published annually, and are also published in the national and local press, meaning that they are heavily scrutinised. These league tables are seen as an indicator for parents to use when choosing the area in which they will live, in order that their children can attend a high performing school.
League Tables Should Not Fuel Language Decline
The massaging of league tables does not match the consensus that there is a growing demand for languages. This means that it is as important as it has ever been to ensure that children have the language skills they need to develop personally and professionally. A reduction in language learning at GCSE and A-Level to protect league tables is counterproductive, and it would be encouraging to see a reversal of this trend in coming years to reflect the research of the British Council on the positive impact of language learning.