For the whole of this parliament, Baroness Coussins has led the all-party parliamentary group for languages in an attempt to focus national attention on the crisis in language teaching and learning. The group has produced a manifesto with the following points:
- A long term commitment to transforming the reputation of UK citizens as poor linguists, reluctant to value languages other than English. Languages are as important for our future as STEM subjects. Leadership is needed to ensure they are given similar recognition.
- High quality language learning for all children throughout the UK from age 7. Support for teachers and trainers to develop their linguistic and professional skills and lead the recovery.
- A goal for every child to have a high quality language qualification by the end of secondary education. The reform of GCSEs and A-levels must encourage and reward progression to higher levels.
- Active encouragement for business and employers to get involved in tackling the crisis. Support for schools and employers to work together. Tax breaks and other incentives for business to train and recruit home-grown linguists.
- A commitment to maintaining and developing UK expertise in modern languages and cultures in university language departments. Maintain the status of languages as ‘strategically important and vulnerable’ subjects and continued support for the Year Abroad.
The key point is the third. Language learning beyond greetings and ordering drinks requires a clear understanding of the written as well as the spoken language, as everyday speech will not bring the learner into contact with the full range of structures and vocabulary that they need in order to understand and express ideas. The movement for mixed ability teaching prevents this, as it is not possible for a teacher to concentrate on and explain more advanced elements of learning, such as the German case system, when some pupils are not able to understand them.
These lower-attaining pupils are no better served by lessons pitched at the middle, and drop out. "Differentiation", in which the teacher tries in effect to teach three or more lessons at the same time, has so far produced no benefit other than wearing teachers out. It is not possible for very nearly any of us to teach three things at once - the human brain is simply not set up to do it. The outcome is frustration for all concerned, followed by failure and drop out for over half of the pupils. The quangos supporting this approach, chief among them Anthony Crosland's CILT, have now gone, but the thinking behind them remains, and continues to do damage.
This issue gives the political Left a problem. At present, advanced language learning is increasingly dominated by the private sector, and even there it is in crisis, as pupils, teachers and now examiners believe they can get better grades in other subjects for the same work. Languages can only be taught effectively if children are grouped according to their learning needs.