Language Learning in a Globalised WorldProfessor Michael Worton, UCL

Context

Students are increasingly keen to travel the world before or after university…

…and 75% of the world’s population DOESN’T speak English

Degrees with language options are found in every discipline…

…and universities are increasingly encouraging students to study abroad

French and German are definitely not the only options…

…but even if that’s where you start, having one language makes it easier to learn others

Language skills are an advantage in the global job market…

…as much for what they say about a person as for their ability to communicate in another language

Context

MFL made optional for students after 14 in 2004

Recognition that compulsion was not in the best interests

of de-motivated students

Government move towards ‘personalised learning’

Context

National Languages Strategy introduced in 2002

Support to introduce languages into primary schools (for 7-11 year olds)

Support for curriculum development for 11-18

Introduction of the Languages Ladder – a new approach to assessment

By 2008, UK Government had invested £135m in languages education in England and Wales

Context

Languages will be compulsory in primary schools after thenext curriculum review (currently underway for introduction in2011)

50-90% of students ‘expected’ to learn a language to 16

Government definition of ‘classroom’ languages widened toinclude community and heritage languages

Languages Ladder and associated qualifications (AssetLanguages) starting to have a real impact

Modern Foreign Languages: UCL’s position

Entry requirements from 2012

Students should either:

or

Applies only to students seeking admission as home students

Students whose first language is not English can offer a GCSE both in their mother tongue and in English as alternative to an MFL

offer a language at GCSE Grade C or above on entry

be willing to undertake language studyas part of their degree programme

Why an entry requirement?

This decision should be understood in the context of three key priorities for UCL:

Commitment to the principle of ‘education for global citizenship’ and the value we place on attracting students with an awareness of their place in the wider world

Our desire to show leadership on issues of importance for UK education

Our responsibility to our graduates to ensure they have the skills necessary to ensure enhanced career prospects in a global economy

Why have we taken this step?

Necessary that one university should be the first to make such a change – and appropriate that UCL should be that university

Aligning ourselves closely with developments in Europe – particularly the Lisbon agenda

Decision reflects our understanding of our own character as an institution and the kind of student we wish to attract: forward-looking, globally-aware, engaged

Why should this be introduced across the board?

Languages should be regarded as a general pre-requisite for a university education – particularly in a university committed to ‘global citizenship’

Language study prioritises the acquisition of skills (ability to listen well, to read unfamiliar text for sense, to communicate in unfamiliar contexts) which are relevant in all disciplines

UCL has made it a strategic priority to increase the numbers of students spending some part of their degree course abroad

The change will help us to attract students keen to embrace international opportunities – and provide an impetus for curriculum development in order to reflect the interests of these students and to mark UCL out as a global institution

Helps us to fulfil our responsibility to ensure our students are equipped with the skills necessary for their future careers

Impact on Widening Participation

Although we should be aware of possible negative implications for the widening participation cohort, we should not automatically assume the worst:

2004:Languages made optional for all post-14

2006:All schools required to ensure AT LEAST 50% of students study a language to GCSE

BUT

It is reasonable to assume that schools will encourage the top 50% of each year group to continue with MFL to GCSE

We do not therefore expect to see a significant reduction in the numbers of students applying to us with a GCSE in a modern foreign language

Impact on Widening Participation

Government is investing heavily in primary languages teaching

From 2010, every child in England and Wales will be entitled to study a language from age 7

Languages will be a compulsory part of the curriculum for all 7-14 year olds from 2011

Long-term (2014+), we should expect all students to be entering secondary school with a significant grounding in a modern language

The timetable coincides with UCL’s for the introduction of an MFL requirement

Any reduction is likely to be temporary

UCL Language Centre

4,000 Enrolments in 2008-09

1,300 students following a course-unit in a foreign language.

Most popular languages: Spanish (345); French (327); Italian (122); Mandarin (100)

Over 1,000 students following an evening course (the main European languages, but also Arabic, Icelandic, Japanese, etc)

Translation Skills in French, German and Spanish

Academic Reading courses in French and Spanish (for Historians, Art Historians, etc)

Preparatory classes in Language and Culture for students going to study abroad

MA in Film Studies / Film Clubs

English for Academic Purposes

Education for Global Citizenship

Critical and creative thinker

Ambitious – but also idealistic and committed to ethical behaviour

Able to recognise and value cultural difference

Entrepreneur with the ability to innovate

Willing to assume leadership roles

Highly employable and ready to embrace professional mobility

Getting the message across

Reconceptualise language learning in

the classroom

Not just about learning French and German

Make lesson content fit the students, rather than the syllabus

Not just learning a language, but changing the way you think

Fluency is not necessarily the goal

One language is just the start…

Getting the message across

Languages are in demand: by employers

and by universities

Languages prepare you for the challenges

of being a citizen of the

worldLanguages increase options at university: study abroad, degree courses, choice of

specialisms

Languages are skills as well as ‘subjects’

Languages are relevant in all disciplines and in all job sectors

Languages are for anyone interested in culture, communication, travel, people

More arguments?

Languages Work: factsheets, presentations, argumentshttp://www.languageswork.org.uk/

Why study languages post-14?http://www.llas.ac.uk/whystudylanguages/index.aspx

700 reasons to study languages

http://www.llas.ac.uk/700reasons/orderform.aspx

The outlook

Still too early to say how the changes will impact on take-up of languages at university

Can expect a temporary falling-off at all levels until primary language learning is well-established

Cautious optimism about the linguists of the future and, more importantly, about the linguistic and inter-cultural skills of graduates

UCL keen to establish language and intercultural skills as an integral part of the undergraduate ‘profile’

Professor Michael WortonVice-Provost and Fielden Professor of French Language and LiteratureUCL

michael.worton@ucl.ac.uk