On Thursday 13th March 2008, Mr Zac Goldsmith, Director of The Ecologist presented the prizes for the Canning House Essay Competition for excellence in Spanish and Portuguese. This year’s subject title was ‘the environment in Latin America: An asset for the rest of the world?’ and two of the four finalists were awarded the superb prize of return flights to the Latin American country of their choice, generously donated by Iberia and a cheque of £250.

The four finalists from schools in Durham, Cheshire, London and Swindon wrote about a broad breadth of environmental issues from the importance of the Amazonian rainforest, the debate on energy and biofuels to discussions on ethnobotany and even medicine, poetry and art. Mr Zac Goldsmith congratulated all students who entered the competition and added that “the essay competition has promoted not only language skills, research and analysis to some of the most pivotal themes on the environment, but has also encouraged the students to discover how complex issues related to the environment are”, and further added “I say from having read the synopsis of some of the essays that there was no limit to the scope of the environmental themes mentioned”.

Within this same thread of thought, Professor Tim Connell, who chaired the Assessment Panel, commented on the overall high quality of the essays presented. He said, “we hear so much bad news about languages in schools that it is refreshing to see the standard of work that was sent in, from every part of the country and every kind of school. This is so important for the future health of Spanish. It would be good if we could see a new emphasise on Portuguese, not least because it is also a major world language”.

The prize-giving ceremony was hosted by Baroness Hooper OBE, Vice-President of Canning House, who is keen to establish the essay competition as a core initiative in the educational work of Canning House as a means of encouraging students to learn more about the Spanish and Portuguese speaking worlds and also as a means of stimulating critical analysis and research on core global issues such as climate change and the environment.

Larissa Litchfield, Head of Culture and Education at Canning House gave a heart felt speech congratulating all the finalists and emphasised how she hoped that the students who participated in this year’s competition discovered for themselves how rich and complex the environment in Latin America really is. She said “with its strikingly beautiful land and home to more plant diversity than any other continent, the environment in Latin America is a real asset to the rest of the world”.

Note to Editors

Canning House is the home of the Hispanic and Luso Brazilian Council, a non-political, non-profit making organisation that was founded in 1943 to stimulate understanding between Britain, Spain, Portugal and Latin America.

Further Information

Please contact Larissa Litchfield at Canning House llitchfield@canninghouse.com - 020 7235 2303 ext. 226
 

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ISMLA Response to Dearing interim report (online)

Consultation Questions

Primary

1 We propose that language learning should be embedded in the National Curriculum for primary schools in the next review of the primary curriculum, based on a well founded understanding of what content and approach to language learning is most suitable for children in primary schools, and how best to build on that at Key Stage 3.  In saying this we recognise that there will have to be some compensating adjustments to the primary curriculum elsewhere.  (para 7.7)  Do you agree?

In an ideal world, there would be continuity of language learning experience between KS2 and KS3 (as is seen with English in the majority of Western European countries). Although maintained schools may be able to achieve this through policy decisions within consortia that comprise primary and secondary schools, many independent schools take pupils from as many as 70 different feeder primary (and prep) schools. Although the problem of continuity could be overcome by a national decree that French (for example) should be the only language taught in KS2, we feel that this would be a retrograde step, and therefore regrettably, we believe that continuity of language experience should not be at the top of the primary agenda. Instead, the focus should be on the acquisition of para-linguistic skills and on developing enthusiasm for language learning, which can be harnessed later by KS3 teachers.

 2 We propose that over time primary schools should be enabled, with the help of specialist language schools and local secondary schools, to offer some choice in the language learnt. (para 7.4) Do you agree?

 Please see answer above.

 3 We propose that the provision for teacher support in primary schools should be continued and where necessary extended at least until 2010 (para 7.2). Do you agree?

 Moreover, the opportunity should be grasped to make language tuition a compulsory component of the Primary PGCE course (and B.Ed courses). This would have to be flexible enough to cater for Beginning Teachers with A Level or GCSE MFL entry level. Even if primary schools are able to source language specialists as their KS2 teachers, this will in the long-term provide back up and flexibility.

  4 We propose that there should be non-statutory formative classroom assessment at the end of Key Stage 2, using the language ladder to facilitate continuous progression in learning from primary to secondary school, and thus avoid the frustration and regression that can occur when the move takes place. We have no wish for this to form the basis of any league table: the purpose is formative.  (para 7.6) Do you agree?

 This would be extremely helpful for secondary schools in allowing them (where language learning continuity is possible) to set pupils according to prior attainment upon arrival in year 7. The assessment must be skills-based rather than content-based: the language ladder seems to be the perfect tool (with Asset tests as appropriate). We agree that such assessment should not contribute to KS2 league tables.

Secondary

5 In addition to a new Key Stage 3 curriculum which is on the stock, we say a new specification for the GCSE is urgently needed.  (para 7.15) Do you agree?

 Yes. The current GCSE fails to cater for both the most able and the average student. The current focus on transactional content is patronising for gifted pupils and irrelevant for the majority. The new GCSE specifications must concentrate on skills (like the Asset qualifications and the IB Middle-Years and Diploma MFL specifications), leaving room for teachers to choose their own content according to the abilities and enthusiasms of their students. Maintained schools also find that GCSE is an unattractive option for many KS4 pupils due to its four exam format, which they find stressful (especially the oral and listening comprehensions). Some MFL teachers believe that consideration should be given to splitting up the four skills; moreover, some would suggest making MFL into a dual-award qualification.

  6 We propose that the assessment of speaking and listening in the GCSE is changed to make it less personally stressful and hence a more reliable test of a candidate’s capability.  Moderated teacher assessment over a short period would be a better way.  (para 7.28) Do you agree?

 Although we understand the rationale behind this proposal, we are against removing the formal oral test from GCSE, as the task of speaking a foreign language with native speakers requires a learner to develop the confidence to overcome the fear of mistakes or embarrassment. We would, however, be in favour of an arrangement where speaking is assessed half by teacher assessment and half by a shortened oral test (as used by the IBO). We would also like to see specifications which seek to assess listening and speaking skills in the same examination, perhaps involving a basic interpreting element.

 7 We propose that the Languages Ladder (Asset Languages) is now promoted for general use by schools.  It will provide an important opportunity to recognise progress for learners from the primary years through to A Levels and beyond.  (para 7.30) Do you agree?

 We tentatively agree with this proposal, although work needs to be done to simplify the processes through which schools receive accreditation to award language ladder certification. Furthermore, the costs of Asset Languages tests must be kept to a minimum. As each skill is arranged separately, schools wishing to enter candidates for three or four skills may find the costs prohibitive.

 8 We propose that current regulations on language provision are withdrawn and that schools should be able to offer one or more languages based on clear non-statutory guidance from the Department. (para 7.38) Do you agree?

 No further comment.

 9 We propose that schools should also be encouraged to value and wherever possible make provision for some learning of the languages of their local communities and to reflect those languages and cultures in the curriculum.   This can be a powerful way of involving parents in the educational process. (para 7.5) Do you agree?

 Much depends on the circumstances of the individual school, but acknowledgement and celebration of the bilingual skills of pupils from non-White backgrounds can significantly enhance the profile of language learning.

 10 There has been long, sustained argument that the standards for the awards of grades are more demanding than for other subjects, and that this has contributed to the flight from languages, both because of the concern of students to get good grades and the concern of schools to do well in the 5 A* to C achievement and attainment tables. We propose that it is resolved.  (para 7.27) Do you agree?

 We are in partial agreement, having studied persuasive evidence presented by the Association for Language Learning. However, ISMLA's members are more concerned about this phenomenon at A Level, where the perceived 'difficulty' of MFL A Level often adversely affects post-16 take-up. The reduction in MFL single honours undergraduate numbers is a direct consequence of this.

At GCSE, ISMLA is more worried about the unpredictability of grading, which it feels comes from excessively narrow assessment criteria. Candidates are rewarded at GCSE for knowing the unwritten rules of the game or 'ticking all the boxes'. We feel that quality of language should be rewarded above content and pupil enthusiasm. Listening comprehension in particular is too much a test of examination technique. Questioning in English (as used by Asset) would be a better test of students' competence.

 11 We propose that the DfES should make a study of the use of the Secretary of State's powers of direction to require schools to set performance targets for languages and consider guidance to governing bodies.  (para 8.17) Do you agree?

 This is particularly pertinent when applied to Jacqui Smith's directive to schools last January concerning the setting of a benchmark between 50% and 90% for student KS4 languages participation. The recent KS4 Language Trends survey (http://www.cilt.org.uk/key/languagetrends/2006/ks4.htm) suggested that fewer than a fifth of maintained schools had set this benchmark and that Headteachers had failed to engage with the challenge of increasing KS4 pupil numbers. Robust action is therefore needed from the DfES.

  Teachers

 12 We propose that action should be taken to arrest the continuing loss of qualified teachers.  (para 7.13) Do you agree?

 Yes, but we must also consider where our future MFL teachers are coming from. With decreasing A Level and undergraduate numbers, we will be forced to rely even more strongly on foreign nationals wishing to work in our schools as MFL teachers. Although such teachers do an excellent job, how will we persuade our pupils to pursue language learning if we are giving them the subliminal message that foreign languages are only spoken by foreigners? It is therefore imperative that the factors contributing to the reduction in numbers of undergraduate linguists are given the highest priority in the short-term.

 13 We propose that sufficient provision should be made for the continuing professional development of language teachers in secondary schools.  (para 7.11) Do you agree?

 ISMLA’s feeling is that a lot of support is already available to MFL teachers for their professional development. Although the quality of external CPD can be variable, courses offered by CILT and ALL are of high quality, and consideration should be given as to whether it is appropriate for subsidies or grants to be given to such organisations to increase their provision.

 14 a) Do you agree the Consultation Report sets out the fundamental issues relating to MFL learning and take-up.

Yes. ISMLA feels that the consultation was very thorough.

 15 A return to mandatory requirement is not our preferred course, but if it were to be made, do you think it should be qualified by (please tick all prefered options).

Even when languages were 'compulsory', only 78% (in the 'best' year) of a cohort sat a GCSE in MFL (source: CILT Language Trends) as students with EAL or with literacy and/or numeracy special needs were disapplied. ISMLA believes strongly that a return to a mandatory requirement is needed, albeit with the same arrangements for such SEN pupils in place. This belief is based on the argument that a message needs to be clearly given that some competence in a foreign language is a fundamental expectation of an educated adult, in the same way as functional literacy or numeracy - after all, how many students would give up Maths if given the option? If the government thinks that foreign languages are important, then it should make such a statement.

For the same reason, we think it is misguided that the new specialised diplomas have no compulsory language element, and we urge the DfES and QCA to look again at this decision.

Mission Europe

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