FRENCH STUDIES: CURRENT CONCERNS
Lucille Cairns
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Recruitment: Continuing volatility of language take-up in schools, and of university
applications. First impressions are that recruitment has not suffered such a dramatic drop as
many had feared. The official UCA figure as of 15 January 2012 was -14% for French, which is
obviously worrying, but only marginally more negative than Spanish (-13.4%), and a good
deal less negative than German (-23%). However, there is there is continuing anxiety about
the extent to which offers will translate into firm acceptances this year, and about escalating
shrinkage in the years ahead.
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Funding: With the loss of Band C status, which provided 50% more funding per head of
students for languages as distinct from English, History, Law, etc., we will lose our
differential.
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Implications for Curriculum: With the shrinkage in curricular range, and general dwindling
of pre-1789 specialisms outside a few traditional strongholds, there are knock-on effects for
the recruitment of both PhD students and staff. There is a mismatch between the
diversification of the field as a whole (i.e. a broadening understanding of what constitutes
‘French Studies’) and the often reduced diversification at the level of institutional provision.
In addition, there is a drift whereby linguistics specialists are increasingly located in
linguistics departments rather than in language departments.
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Year Abroad: Fee levels for the Year Abroad and increased costs to students; fee waiver
arrangements for non-European locations. In Wales, the loss of the Erasmus fee waiver.
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Widening Access: An increasing percentage of candidates for Modern Languages courses
are coming from the independent sector. There is also a disproportionate number of
closures of languages departments in post-92 universities, including loss of University-wide
languages provision.
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Postgraduate Study: The reduction of funding within the present AHRC block grant,
particularly at Masters level. If the anticipated 30%-40% reduction in the next block grant
agreement takes place, many fewer studentships will be available for Arts and Humanities,
and, within this, Modern Languages are likely to be particularly badly hit in comparison with
English, History, etc.
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Perceptions of Languages: Within institutions, there is frequently a poor understanding of
languages departments on the part of senior university management, and an inability to
grasp that practical language teaching must be at the core of a language degree (i.e.
specialists in one language cannot simply retrain to teach another if patterns of student
demand shift). Although there have been statements of support for languages among
government circles, this is patchy, and still has to compete with an often underlying
xenophobia. Anglophones in the UK risk becoming increasingly monoglot unless urgent
action is taken to support languages.
Linguistics
Kate Beeching
Dear Kate
I think the LAGB sees UCML primarily as protecting the linguistics of modern foreign languages as
traditionally studied within departments of Modern Languages. There has been a tendency over the
past twenty years or so for linguistics to be eliminated from such departments (as people retire or as
posts become vacant for other reasons), with the subject becoming concentrated in departments of
Linguistics, or within groupings connected with English. Increasingly the linguistics of English is
becoming dominant within linguistics in the UK, and while this naturally presents some opportunities
for the promotion of linguistics generally, it is dangerous for the study of the linguistics of other
European languages, which, like some other aspects of modern languages, is in danger of losing the
critical mass to maintain the subject. To any extent, these are of course part of a wider concern at a
shift of focus away from foreign languages in schools, since students' route into linguistics in the UK
is no longer primarily through studying foreign languages at school, but through English. So overall, if
linguistics options are no longer available in modern languages departments, there is no way for
anyone to come into linguistics via modern foreign languages, and the cycle will continue.
David (Willis)
UCML Scotland
Mary Fischer
Convenor:
Professor Margaret-Anne Hutton, Head of the School of Modern Languages, University of St
Andrews
Membership:
Universities of St Andrews, Edinburgh, Aberdeen, Glasgow, Stirling, West of Scotland, Highlands and
Islands, Strathclyde, Heriot Watt, Edinburgh Napier, Scottish CILT, Open University (four Scottish
HEIs no longer offer languages).
Context:
Fees:
Scottish HEIs are not charging fees to Scottish/EU students, so current concerns in England on
recruitment and the impact on the year abroad are less acute, but are nonetheless under review. EU
students will now be required to pay a ‘management fee’ to study in Scotland. Recently issued UCAS
statistics suggest recruitment is holding up well.
Government initiatives:
1. The Convenor represents UCML Scotland on the Languages Manifesto Commitment Working
Group (see:
http://www.scotland.gov.uk/Topics/Education/Schools/curriculum/ACE/LanguageLearning/t
ermsofreference ), the aim of which is to promote language learning in Scotland:
"We will introduce a norm for language learning based on the European Union 1 + 2 model that is we will create the conditions in which every child will learn two languages in addition
to their own mother tongue. This will be rolled out over two Parliaments, and will create a
new model for language acquisition in Scotland."
2. Putting Learners at the Centre: Delivering our Ambitions for post-16 education.
(http://www.scotland.gov.uk/Resource/Doc/357909/0120943.pdf) This initiative has
resulted in the merger of FE colleges. A possible (distant) threat remains for universities.
Page 47 contains a commitment to language provision in HEIs, although it makes a
distinction between applied languages and traditional language degrees.
Languages Baccalaureate:
This is a new qualification being implemented by the Scottish Qualifications Agency (SQA) with the
aim of encouraging school pupils to gain a Baccalaureate qualification in their final year of school by
studying two foreign languages to Scottish Higher level and completing an interdisciplinary project.
UCML Scotland broadly welcomes the initiative but has concerns that the level of assessed language
content may not prepare pupils for the demands of year one university study.
Individual Universities:
Threats to individual departments seem to have been largely overcome, although there are still
threats to provision in some areas. Some universities, notably Edinburgh and Aberdeen, have
recently been able to increase provision for non-specialists.
Report on German Studies
Margaret Littler
UCML Executive Committee 24 February 2012
Overview
Despite recent serious threats to German Departments (Swansea, Glasgow), targeted‘disinvestment’
in specific fields (Bristol’s Early Modern specialist), non-replacement of posts (Manchester) and
actual closures (Queens University Belfast), substantial German Studies programmes are offered at
undergraduate level in a large number of Universities through the UK and Ireland. Most are
incorporated into Schools of Languages or units including Languages and other subjects.
UG Applications
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UCAS figure at 15 January 2012 -23% on 2011.
Local variations may be attributable to variable fee regimes (eg tuition fees for residence
abroad).
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University of Ulster reports a 20% rise over the past two years, with German possibly
benfiting from the closure of German at QUB. German is still strong in grammar schools in
NI, though some prestigious schools have also closed German.
 Related to the decline in German at A-Level, German is offered ab initio to degree level at a
large number of Universities. Those currently not doing so are: Leeds, Durham, Oxford,
Warwick, Sheffield, and UCL (Oxford and UCL report discussions about starting ab initio).
PG Developments
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DAAD-co-funded German Studies Summer School Consortium. A collaboration around
regional hubs of Universities, with lead institutions hosting summer schools: Edinburgh
2011, Birmingham 2012, Nottingham 2013, Manchester 2014, Oxford 2015, Leeds 2016,
IGRS (London) 2017.
 Annual German Studies Postgraduate Colloquium alternates between IGRS and regional
locations.
External Agencies’ Support for German:
1) Deutscher Akademischer Austauschdienst (DAAD)

the UK remains the No.1 partner for the DAAD, with high level of high quality applications
for Language Tutor/Assistant posts at UK universities.
 DAAD posts have been withdrawn from Northern Ireland, Glasgow and Bristol.
 a new specialist Language Tutor post in German History at Edinburgh
 DAAD, German Embassy and HEIs collaborate in campaigns to promote German Studies in
the UK (eg ‘Learn German’ campaign, ‘Sauerkraut Cup’ inter-varsity football tournament).
 DAAD remains an important source of funding for research travel to Germany, with specific
programmes from PG/early career to senior research staff.
 Writer-in-Residence programme.
2) Österreichischer Auslandsstudentendienst, Zentrum für Internationale Kooperation & Mobility
(ÖAD/ICM)
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a Government-sponsored, Vienna-based organisation, which currently provides
administrative and financial support to more than 140 qualified Language Tutors at
universities worldwide, including 14 LTs in the UK.
3) Goethe-Institut
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German cultural representation in the UK mainly funds German cultural activity in the UK
(reading tours, theatre, music, visual arts).
Representation and budgets for the UK have diminished since the 1990s. London, Glasgow,
Dublin retain offices. Manchester has only skeleton staff; the G-I language courses are
delivered through the University of Manchester Language Centre and continue to recruit
well.
Andrew Ginger
I am likely to be able to brief on this more fully – if required – later this year, as there are (for
example) no AHGBI executive meetings between autumn and spring, so it is difficult to gather
information at short notice. So, these are basically my notes.
Hispanic Studies is widely taught in universities in the UK. 29 UoAs submitted to the subject panel
RAE 2008, and there are numerous other units in which the subject is taught, including many of
those submitted to European Studies. The scale and range of units varies widelyfrom two or three
academics up to 14 academics. Undergaduate under-recruitment has not been a problem in living
memory across the discipline as a whole; rather the strains on the subject have often had to do with
expansion and a balance between undergraduate numbers and staffing. There are initial reports of a
decline in applications this year, but this decline does not seem to be so steep as in some other
languages, and the full facts and real implications remain to be seen.
There has been considerable flux in the situation and staffing of units teaching Hispanic Studies in
recent years. Over a period of time, there was a pattern of significant expansion and investment, but
more recently things have become more mixed. There have been in places declines in staffing
numbers – and sometimes withdrawal of provision – within some language departments, usually as
part of general retrenchment in languages rather than because of a problem that is specific to
Hispanic Studies. Equally, Warwick is opening a new Spanish department in 2012, reflecting the
continuing capacity for growth. The staffing numbers of some departments have oscillated, in
general reflecting the present volatility of HE rather than anything subject specific..
The constituency, curricula, and foci of units vary considerably given the scale (geographical and
linguistic) and range of the subjects involved. In common with other languages, major changes in foci
arose with the influx of cultural studies and of other disciplines beyond literature such as cinema
studies. In common with some other languages whose historical studies have not generally been
part of UK history departments, Hispanic Studies units sometimes also house historians of Iberia and
Latin America etc. This adds to the already inherent variety of the subjects studied. Correspondingly,
there are several different subject associations – eg. AHGBI (Hispanic Studies in UK and Ireland), ACIS
(contemporary Iberian, more social studies linked), SLAS (Latin American Studies). Portuguese and
Lusophone Studies have aimed to assert a more distinct and autonomous subject identity recently
and have founded a subject association – ABIL – while retaining their connections to other groupings
such as AHGBI. Moreover, Hispanic Studies units can form a home for those working on the several
languages of Iberia and for those studying linguistics, anthropology, and ethnology of indigenous
Latin American peoples, for example. The global focus of the subjects concerned has been an
increasing feature in recent years. Latin American Studies is now a staple of the discipline, and
Global Lusophone Studies (including Africa and Asia) is a growing area.
If I were to summarise the concerns among people in the subject, it might be the need to secure
appropriate representation – at every level - for a subject with such a wide range of specialisms and
such vast coverage, and, institutionally, in relative expansion.
Vice Chair External Engagement and Communication
Liz Andersen
Role Profile
Vice Chair, Engagement and External Communication, will deputise for the Chair as appropriate, and
will liaise with the Chair and the Executive Committee with regard to strategic and policy approaches
to the conduct of the specific responsibilities of the role. The Vice Chair, Engagement and External
Communication is specifically responsible for:
1. Liaison with media and external relations professionals in CiLT and other national bodies to
ensure synergies of messages
2. Liaison with THE and the press various, to ensure UCML’s voice is heard, and with other
campaigns (eg Speak to the Future), to ensure UCML’s input
3. Liaison with employers’ and professional organisations on issues related to languages and
language-based studies, student mobility and employability: eg Council for Industry and Higher
Education (CIHE), Chambers of Commerce, CBI, careers services
4. Liaison with relevant International bodies eg European Language Council & Council of Europe to
learn from wider international movements, policies and initiatives and to disseminate those of
UK HE in relation to languages and language study
5. Developing communications strategies including the use of new media (eg Facebook, Twitter,
LinkedIn) for enhanced communications between UCML and external stakeholders.
Communications Strategies
I should like to have a brief discussion with the Executive on developing communications strategies
focused on the following questions:
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Who are our key audiences - both internal and external?
What are we trying to communicate?
What are going to be the best communication channels (given limited time and taking
account of what our audience will respond to)?
What should be prioritised?
I should like to identify a limited number of goals with regard to channels of communication to be
realised by the next Executive meeting through answering the following questions:
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UCML Website – is it as good as it could be given the limitations of time and resource?
What are the various functions of the website, Facebook and Twitter for UCML?
Should there be a Monthly e-mail bulletin with round-up of headline news to be sent out to
constituency distribution lists by language and subject reps?
Should there be a Plenary Jisc-Mail list (with moderator)?
How can the Executive reps assist in enhancing communications between UCML and
external stakeholders?
Report on Modern Languages in Wales
Claire Gorrara
UCML Executive Meeting 24 February 2012
Overview : There are 11 contact members for UCML Wales based in the following institutions:
Aberystwyth, Bangor, Cardiff, Cardiff Metropolitan, Glamorgan, Glyndwr, Open University, Swansea,
Swansea Metropolitan, University of Wales Institute of Newport, Trinity Saint’s David’s. Only four of
these HE institutions currently offer a full range of Single or Joint Honours UG MFL degrees. Indeed,
provision is shrinking; Glamorgan has just cessed its final BA level MFL programmes. Modern
languages at a number of Welsh institutions are centred on PCGE MFL training, for example Cardiff
Metropolitan and Swansea Metropolitan. There is additional funding for MFL provision teaching via
the medium of Welsh as part of the government-sponsored Coleg Cymraeg Cenedlaethol. Swansea
has recently secured two new posts (French and Spanish) via this initiative
Current Trends: Recent statistical data provided by HEFCW confirms a decline in students studying
languages at GCSE and A level since 1999 (except for Spanish), in line with the rest of the UK:
At GCSE, in 1999, there were 11,543 examination entries by 15 years olds in French. In 2011, that
number had fallen to 5,906. The comparable figures for the other major European languages studied
are as follows: German: 1999: 3,375, 2011: 1,376. Spanish: 1999: 742, 2011: 1,615.
Over the same period, the percentage of 15 years olds studying at least one MFL at GCSE fell as
follows: 1999: 44.7%, 2011: 24.9%.
At A level, in 2001, there were 812 examination entries in French. By 2011: the figure was 505. The
comparable figures for the other major European languages studied were: German, 2001: 320, 2011:
151. Spanish, 2001: 103, 2011: 169
Concerns raised by colleagues:
The impact of the new fees regime on applications from Welsh students domiciled in Wales. Welsh
students will have their fees subsidised by the Welsh government, whether they remain in Wales or
study in other parts of the UK. How this will affect funding streams to Welsh universities is unclear.
However, MFL, together with STEM subjects, have been classified as strategically important and
vulnerable subjects, thereby ensuring ring-fenced funding at institutional level.
Steep decline in opportunities to study German in secondary schools. It was reported at the Routes
into Languages Steering Group meeting on 16 September 2011 that Pembrokeshire is the first LEA in
Wales that does not offer German in any of its schools
Continuing partnerships and current initiatives
Partnership via Routes into Languages Cymru has been very successful as a means of sharing best
practice and mobilising the MFL community in Wales. Follow on funding for RIL Cymru post-July
2012 is currently being sought
Priority area for development in the largest MFL HE providers in Wales is Skills and Employability via,
for example, work-based learning (Swansea) and accredited final-year and/or Erasmus teaching
modules (Bangor and Cardiff)
The Higher Education Academy
Fil Nereo
Events
I would welcome suggestions for workshops and seminars that support staff working in Language
disciplines. Current events include:
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TRANSITION, RETENTION AND SUCCESS IN THE ARTS AND HUMANITIES: HEA SUMMIT (8 March,
British Academy, London, please contact jennie.osborn@heacademy.ac.uk asap). Stimulus
presentations include:
o Challenge to the Deans: Prof. Karl Leydecker, Professor of German and Comparative
Literature and Dean of Humanities, University of Kent.
o Widening Participation and Progression: Mark Crawley, Dean of Students and
Director of Widening Participation and Progression, University of the Arts, London.
o Challenge for Student Recruitment and Support: Ross Renton, Dean of Students,
University of Hertfordshire.
o Fall in Undergraduate Applications: Dr Graeme Atherton, Head of Access HE,
London Higher.
CONNECTING AT A DISTANCE: CREATING A COLLABORATIVE LANGUAGE LEARNING COMMUNITY (14
March, Warwick)
ADVANCES IN DIGITAL LANGUAGE LEARNING AND TEACHING (20 April, UCLAN)
EMBEDDING ENTERPRISE EDUCATION INTO THE LANGUAGES CURRICULUM (26 April, Manchester)
FACILITATING LANGUAGE LEARNING THROUGH SOCIAL NETWORK SITES: INTEGRATING ADVISING INTO
ONLINE TEACHING (8 May, Hull)
PEDAGOGIES OF HOPE AND OPPORTUNITY: HEA ARTS AND HUMANITIES ANNUAL CONFERENCE (29
May, Glasgow)
HEA ANNUAL CONFERENCE (3-4 July, Manchester)
Full details are available at:
http://www.heacademy.ac.uk/events?disciplines=Languages
All events (except the ‘Conferences’ in May and July) are free to attend.
The HEA is able to support attendance at events through its Travel Fund.
Evidence gathering and analysis
The HEA is able to support research, surveys, and other projects that seek to shape policy and/or
enhance practice. Projects may be:
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Language-specific,
Relevant to certain ‘groups’ of languages (e.g. those with low recruitment figures, languages
of emerging economies, etc.)
Relevant to all language disciplines.
I would welcome your ideas and suggestions for future projects.
Teaching Development Grants – Collaborative Scheme
This bid-based development grant funding exists to stimulate evidence-based research and
encourage innovations in learning and teaching that have the potential for sector-wide impact. The
collaborative grant themes are internationalisation or employability.
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Up to £60,000 is available per project.
Project duration will be 18 months.
The project lead must be a Fellow of the Academy.
Successful bids will demonstrate longitudinal impact and will include evaluation and
dissemination criteria.
Match-support should be sought from the participating HEIs.
Call opens 27 February, the submission deadline is 22 April.