Language Policy in
Scotland
Sarah Breslin
Director
Scotland’s National Centre for
Languages/
Confucius Institute for
Scotland’s Schools
5th July, 2012
“Language Futures”
Presentation Overview
• Key policy developments
• Modern languages in secondary schools – the current state
of play
• The role of SCILT – implementing AND influencing policy
• The way ahead for SCILT/CISS
• Cross-sector collaboration
• Concluding remarks
Key Policies – an overview
•
CfE: 2004 – 2016 (1st full year of implementation 2010-11; first year of new
qualifications 2013-2014)
•
2006: first China Strategy
•
2008: China Plan (08-11)
•
June 2008: Fiona Hyslop, Cabinet Secretary, announces new Scottish
Baccalaureate in Languages/Science
•
January 2011: “Teaching Scotland’s Future” – Donaldson report
•
March 2011: Modern Languages Excellence Report
•
September 2011: “Putting Learners at the Centre” (post-16 education)
•
2012: “Language Learning in Scotland : A 1+2 Approach” published
•
2012: New Scotland-China-Hong Kong Plan (due in autumn)
Trend in combined entries for ML (SG + Int1 + Int2)
40,000
30,000
20,000
10,000
0
French
German
Italian
Spanish
2007
37,171
10,857
675
4,616
2008
35,983
9,631
696
5,001
2009
33,953
8,368
590
5,328
2010
32,358
7,521
698
5,383
2011
30,196
7,263
333
5,881
2012
28,723
6,441
628
6,025
Trend in entries at Higher: Main European Languages
5,000
4,000
3,000
2,000
1,000
0
French
German
Italian
Spanish
2007
4,574
1,621
225
1,220
2008
4,602
1,459
194
1,327
2009
4,577
1,261
212
1,364
2010
4,595
1,178
241
1,361
2011
4,354
1,055
227
1,498
2012
4,701
1,124
178
1,601
Trend in entries at Adv' Higher: Main European Languages
800
700
600
500
400
300
200
100
0
French
German
Italian
Spanish
2007
624
164
32
127
2008
719
214
21
193
2009
710
151
19
196
2010
702
161
34
247
2011
691
160
34
232
2012
651
127
30
241
Progression from Higher into Adv' Higher
Mod Langs vs. Soc Sciences (Estimate)
18%
16%
French
German
14%
Spanish
Geography
12%
History
Modern Studies
10%
8%
into 2008
into 2009
into 2010
into 2011
Scottish Baccalaureate in Languages
2010
2011
2012
19
36
34
Issues of sustainability and recognition from HE
Mandarin
2010
2011
2012
Access 3
162
169
128
Intermediate 1
30
27
52
Intermediate 2
19
37
28
Higher
28
26
42
Advanced Higher
2
14
7
Clear challenges for SCILT/CISS if this is to grow
Opportunities offered by CfE
• Principles of Curriculum Design - more freedom to innovate and
motivate
• Global Citizenship as an entitlement – key opportunity for MFL
• Shift in emphasis for primary languages – more skills, less content
• CfE levels (pre qualifications) – aligned to CEFR; clearer progression
• New/er qualifications – Languages for Work Purposes/The Scottish
Baccalaureate in Languages/New Languages for Life and Work
Awards/generic units
“confident, global citizens”
Report of the Languages Working Group
• Background to manifesto commitment to
“L1+2”
• Report recommendations
•
•
•
•
Building on the ML Excellence Report
The role of decision-makers
Positive for ML teachers
Radical change
• Is the European reference meaningful?
• Implementation
Recommendations – building on
the Excellence Report (1)
1)
First class teachers and first class pedagogy (diversity of techniques,
including CLIL/ resources, activities) are the key
2) The importance of transition: progression and continuity from
primary to secondary and of liaison/joint CPD opportunities
3) Restating the entitlement to the end of BGE – AND recommending
the study of more than one modern language to the level of a
National Qualification Unit or course, in the senior phase
4) The importance of learners hearing the target language – from the
teacher and from native speakers – “regular planned exposure to L2
and L3 languages.”
Recommendations – building on
the Excellence Report (2)
1) The importance of developing both employability and
citizenship through external partnerships at home and
abroad
2) Greater and more meaningful use of ICT
3) Stronger links with FE and HE
4) Diversity of qualifications (courses, awards, units) on offer
to learners
Key Recommendations for Decision-Makers
1)
Local Authorities and Schools should develop a 1+2 STRATEGY
(organisation, curriculum, resources, range of languages, EAL provision
as part of this etc)
2) Local Authorities should carry out an audit - how many staff are
MLPS/GLPS trained? How many are delivering?
3) Local Authorities to work with British Council and SCILT regarding
appointment of FLAs
Radical recommendations – or are they?
1) The introduction of a second language from primary 1
2) The introduction of a third language no later than
primary 5
3) ITE primary students – Higher in language on entry or
on completion
4) PGDE (primary) compulsory module on ML
5) National recruitment strategy and campaign to
encourage young people to become language teachers
(primary and secondary)
6) The engagement of skilled and trained native speakers
7) Closer links between language departments in
universities and schools
Challenges or opportunities
for teachers?
1) Support teachers to develop the range of languages in
which they are qualified or trained to teach.
2) GTCS to promote improved professional standards in
language teaching and encourage teachers to gain
qualifications and accreditation in languages, e.g.
through Professional Recognition
A strategy to implement the policy
• Why a strategy matters
• Why diversity must be central to the strategy
• Why there can be no hierarchy of languages
• Embracing the languages of our learners
• Key elements
L1 + 2: Creating conditions for success
•
Understanding the local context/current state-of-play
•
NOT looking at ELL in isolation
•
Strengthening languages at ALL stages 3 -18
•
Learning from research – Scotland, rest of UK, Europe,
international – the benefits and the pitfalls….
“Research has shown that in formal settings early L2
instruction does not prove advantageous unless followed
by well designed foreign language instruction building on
previous learning. ”
(Marinova-Todd , 2000)
“…those bringing low enthusiasm from primary stay
negative, while those with confidence and keenness lose it
in secondary if prior language learning experience is
ignored.”
(James Coleman, 2007)
Symbolic value of European reference
• Does a reference to Europe matter?
• Young Scots = global citizens?
• Dangers of parochialism
• How 1+2 has evolved
Implementation of 1+2: a phased approach
•
Over lifetime of two parliaments
•
1st pilots for 12-13: small number: 10-12 representing:
•
•
Geographical spread
•
Range of languages (French, German, Gaelic, Spanish, Chinese, Scots)
•
Different approaches in primary, e.g. (+1 from Primary 1; +2 across the
curriculum; training for whole staff – projects at different stages of primary)
•
Type of school: rural, urban, socio-economic factors; size; size of cluster etc)
•
Stage (primary, broad general education (S1-3); Senior Phase (S4-6)
Top down and bottom-up; chance to trial, evaluate and recommend
changes; engagement strategy
Supporting practitioners whilst…
Professional
Development
Information
Service/Resources
Research and
Statistics
Promoting
Languages
…informing and influencing policy
SCILT – into the future
• Build on researched-informed CPD to create Masters modules
• Lead on 1+2 pilots; develop dedicated 1+2 website for each stage;
evaluate pilots
• Information: identify key reports (UK, EU and international) – extract
and disseminate key messages to stakeholders, including politicians
• Feed research findings and feedback from practitioners, HE and
business into development of new qualifications
• (critical) analysis of SQA statistics – highlighting worrying trends and
celebrating success; encouraging wider pool of writers for peerreviewed research journal, e.g. FLAs; national online surveys (primary
and secondary)
SCILT into the future
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We recognise the benefits of partnership working and of sharing resources,
and have a number of strategic partnerships with key organisations in
Scotland, UK and further afield.
Aims of the Confucius Institute for Scotland’s
Schools (CISS)
• To provide strategic leadership of the existing hub network, including financial
management and quality-assurance
• To extend the influence of existing hubs and encourage applications for new
hubs
• To provide resources and professional development for teachers of Chinese and
Chinese language assistants
• To organise national conferences and seminars, as well as language and cultural
exchange activities
• to support cultural activities and promote Chinese language and culture
competitions (e.g. HSK examination)
SCILT: an ideal home for CISS
SCILT : a diverse
partnership model
sharing
disseminating
collaborating
Schools and HE: working together
• Offering some form of associate student status/access to research
articles
• Sending language ambassadors from their faculties into schools
• Research skills/project management workshops
• Working with key agencies
• Working with schools liaison and admissions to ensure consistency of
message/reciprocal flow of information
• University-wide Language Programmes
• Language modules for primary teacher training
let’s work together across the sectors to safeguard languages
Diverse sectors with different needs? Yes, but..
Nursery/
primary
Trainee
teachers
Undergraduate
degrees
BGE
Senior
Phase
Interdependencies make holistic approach
ESSENTIAL
Concluding Remarks
Language Futures – what do they hold
for Scotland?
Why we need to grasp the opportunity
Healthy scepticism/realistic optimism
Let’s share …!