Transcript Slide 1

Language Learning in a Globalised World
Professor 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 the
next curriculum review (currently underway for introduction in
2011)
50-90% of students ‘expected’ to learn a language to 16
Government definition of ‘classroom’ languages widened to
include community and heritage languages
Languages Ladder and associated qualifications (Asset
Languages) starting to have a real impact
Modern Foreign Languages: UCL’s position
Entry requirements from 2012
Students should either:
offer a language at GCSE Grade C or above on entry
or
be willing to undertake language study
as part of their degree programme
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
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 responsibility to our graduates to ensure they have the
skills necessary to ensure enhanced career prospects in a
global economy
Our desire to show leadership on issues of importance for
UK education
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
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
Aligning ourselves closely with developments in Europe
– particularly the Lisbon agenda
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
BUT
2006:
All schools required to ensure AT
LEAST 50% of students study a
language to GCSE
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
Any reduction is likely to be temporary
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
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
Able to recognise and value cultural difference
Critical and creative thinker
Ambitious – but also
idealistic and committed
to ethical behaviour
Entrepreneur with the
ability to innovate
Willing to assume
leadership roles
Highly employable and ready to embrace professional mobility
Getting the message across
Not just about learning
French and German
Make lesson
content fit the
students, rather
than the syllabus
Reconceptualise
language learning in
the classroom
One language is
just the start…
Fluency is
not
necessarily
the goal
Not just learning
a language, but
changing the way
you think
Getting the message across
Languages are for
anyone interested
in culture,
communication,
travel, people
Languages
are relevant in
all disciplines
and in all job
sectors
Languages are in
demand: by employers
and by universities
Languages are skills
as well as ‘subjects’
Languages increase options
at university: study abroad,
degree courses, choice of
specialisms
Languages
prepare you for
the challenges
of being a
citizen of the
world
More arguments?
Languages Work: factsheets, presentations, arguments
http://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 takeup 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 Worton
Vice-Provost and
Fielden Professor of French Language and Literature
UCL
[email protected]