Exploring the Decline of Modern Foreign Languages
In an increasingly interconnected world, the ability to communicate in multiple languages is a valuable skill. However, the United Kingdom has been grappling with persistently low attainment levels among students studying modern foreign languages. I know I am not the first one to write about this issue, but since it’s not going away, I wanted to explore the reasons behind it. In future blog articles, intend to develop on some these issues, explore possible solutions, and share my findings with you because it can’t be ‘all doom and gloom’… So, watch this space...
The current picture:
According to the Joint Council for Qualifications (JCQ) between 2002 and 2018, the number of students in England taking a language at the General Certificate of Secondary Education (GCSE) level decreased by 48% (from 342,223 to 177,123). Moreover, data from the British Council shows that 34% of state secondaries and 46% of independent schools report fewer pupils taking a language post 16 than in previous years. In England, the number of students taking A-levels in French and German dropped by 58% and 57%, respectively, between 2002 and 2018 (JCQ) and in the academic year 2019/2020, there was a 22% decline in the number of UK university applicants for language-related courses compared to a decade earlier (UCAS).
‘Official data on GCSE and A-level results from the Joint Council for Qualifications (JCQ) show that whilst entries in GCSE languages have more than halved since 2005, there are signs of a small increase between 2018 and 2019; entries for French increased by almost 4% and Spanish by 7.5%. German suffered a further small decline. French remains the most popular language, but it looks set to be overtaken by Spanish by 2030, or earlier, if current trends continue. Overall, there is still a long way to go to return to the figures of 2005.’ (British Council-Language trends 2020)
Why?
The ‘B’ word.
I am not condemning or advocating anything here, but given the international aspect and the communicative aims of the subject we teach, its impact cannot be overlooked:
‘Arguably the most significant event shaping policy in recent years has been the decision to leave the European Union (EU). In 2018, 34% of respondents to Language Trends reported that leaving the European Union was having a negative impact on attitudes to language learning and in 2019, 45% of responding state schools indicated that the implications of leaving the EU are a challenge to providing high quality language teaching.’ (British Council-Language trends 2020)
Insufficient Emphasis and Provision:
One of the primary reasons for low MFL attainment in the UK is the lack of emphasis placed on language learning. According to a report by the British Council, only 46% of English secondary schools offer German, and 32% offer French, compared to 88% and 75% respectively in 2002. This reduced provision limits opportunities for students to engage with foreign languages.
While the Ebacc may have influenced the number of entries for MFL, the enduring stigma associated with MFL as a subject that allegedly diminishes overall school results continues to play a significant role in determining the provision of MFL in many schools. Moreover, the reduction of contact time dedicated to languages in some instances has placed additional strain on teachers, as they face increased pressure to maintain pupil performance.
Negative Perceptions and Lack of Motivation:
Perceptions surrounding MFL learning have a significant impact on student motivation. A survey conducted by the University of Southampton found that 67% of British students considered learning a foreign language as difficult, leading to a lack of motivation to pursue MFL studies. Modern foreign languages often suffer from a perception problem. Students may perceive language learning as challenging, irrelevant, or lacking practicality.
Teacher Shortage and Training:
A shortage of qualified language teachers is a significant challenge. Many schools struggle to recruit and retain language specialists, leading to larger class sizes and reduced individual attention. More worryingly, this scarcity has led to the increasing use of non-specialists to deliver the MFL curriculum, with the mistaken belief that having a basic knowledge of French or Spanish is enough for providing high-quality teaching. Subject knowledge is paramount, and this issue requires urgent attention.
Teacher training plays a vital role in delivering effective MFL education. However, a study conducted by the Association for Language Learning found that only 33% of teachers felt adequately prepared to teach MFL… Food for thought…
Limited Exposure and Cultural Immersion:
Without sufficient exposure to the target language and its associated culture, students struggle to develop a genuine interest and proficiency. The lack of immersion experiences, including trips abroad or exchange programs, hampers language acquisition.
A study by the Education Policy Institute found that only 39% of state secondary schools in England offer educational visits abroad. If you have organised a school trip, let alone a school trip abroad, this will hardly come as a surprise to you.
Curriculum Constraints and Assessment Methods:
The curriculum and assessment methods may not effectively promote language proficiency. Limited speaking and listening assessments, and a heavy focus on grammar and written exams, undermine students' ability to use language fluently in real-life situations. The introduction of the 'new' KS3 curriculum in 2014, which prioritised communication and cultural understanding, should have been an opportunity for improvement. As the Head of Department at that time, I faced significant challenges in devising strategies to update our teaching methods and assessment procedures. However, once I addressed these concerns, the changes made perfect sense.
Since, having observed practices in numerous schools, it has become apparent that leaders have merely adjusted their approaches, trying to fit their previous practices into the new framework. While I empathise with the challenges and the ever-growing pressures faced by educational leaders, we must be honest with ourselves. The truth is, if we continue doing the same thing, we will inevitably obtain the same results.
Primary Transition Challenges:
The transition from primary to secondary school marks a crucial turning point, during which language learning progress may encounter setbacks. Inconsistencies in teaching methods, curriculum, and support can disrupt students' language learning journeys, but ignoring the valuable progress pupils have made during primary education is regrettable. The reality is that when Year 7 pupils enter our language classes for the first time, we (secondary school teachers), find ourselves 'starting from scratch'. Addressing this issue proves challenging, and although there are examples of successful practices, I remain unconvinced that it can be promptly resolved without a comprehensive, carefully structured national strategy consistently implemented across schools.
The persistently low attainment levels in modern foreign language education in the United Kingdom stem from multiple factors. To address these issues, there is a need for increased emphasis on the importance of language learning, improved teacher recruitment and training, promotion of language benefits and cultural immersion, curriculum and assessment reforms, and a structured national strategy for smoother transitions. This will take comprehensive actions, but with enough will from the top to implement the necessary measures, there is no reason why the dedicated teachers of the UK can't enhance MFL education, equip students with valuable language skills, and foster a globally connected future.
Sources:
Joint Council for Qualifications (JCQ) - "GCSE and Equivalent Results in England, 2017/18" and "GCSE and Equivalent Results in England, 2001/2."
JCQ - "GCE A Level and Equivalent Results in England, 2017/18" and "GCE A Level and Equivalent Results in England, 2001/2."
British Council-Language trends 2020
Universities and Colleges Admissions Service (UCAS) - "End of Cycle Report 2019."
Education Policy Institute, 2018
Association for Language Learning
