jocelyn wyburd chair of ucml & director of the language centre, university of cambridge
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Modern languages from school to university and beyond: the
current landscapeJocelyn Wyburd
Chair of UCML & Director of the Language Centre, University of Cambridge
2002
2004
2006
2008
2010
2012
2014
05000
10000150002000025000300003500040000
otherSpanishGermanFrench
+61%
+56%
-43%
-34%
Fr, Ge & Sp -18%
Supply chain : ML A levels [JCQ]
1998 2007 2013 20150
102030405060708090
100
FrenchGermanSpanishItalian
Numbers of universities offering single/joint honours languages:
2002-03
2005-06
2009-10
2010-11
2011-12
2012-13
2013-14
0
5000
10000
15000
20000
25000Russian/E Euro
Others non-Euro
Others European
Italian
Iberian
German/Scand
French
Asian
African/middle-eastern
-57%
UG ML entrants (England) [HEFCE]
2002-03
2005-06
2009-10
2010-11
2011-12
2012-13
2013-14
05000
1000015000200002500030000350004000045000
Post-1992Pre-1992
66% 66%
66%
68%
69%
75%
34%
34%
34%
32%
31%
25%
77%
23%
Total UG ML enrolments by institution type [HEFCE data]
Fewer ‘double’ linguists at A level, identifying themselves less as ‘linguists’?
(Mis)perceptions about what language study consists of?
Anxiety about having to do a 4th year? Anxiety about living abroad? Concerns about the value of language
degrees for employability? Loss of choice of programme due to
departmental closures?
Reasons fewer A level linguists are opting to study languages at university?
Severe / unreliable grading at A level A level reform: 3 subjects instead of 4 post
GCSE?⇛Future further decline in A level take-up? with further implications on languages degrees
Not to mention…..
All pupils entering Year 7 in 2015 to take GCSE in EBacc subjects (2020)
Should drive greater take-up at A level? New GCSEs (1st exams 2018) should prepare
better for A level? New A levels should be more motivational? New A levels an opportunity to get marking
schemes which do not have the same issues of unreliability?
N.B. DfE teacher shortage estimate: 4,000
But Ebacc policy and new qualifications
Institution-Wide Language Programmes Taken as ‘free choice’ options for credit or extra
curricular 2014 national survey: 64 HEI responses; total
enrolments: c. 55,000; c. 39% of these are ‘non UK’ students;
Numbers have doubled in a decade and are now double the number enrolled on language degrees
Wide number of languages (most HEIs: 6-11 different languages offered)
However – increasing take-up of language learning in HE!
25%
24%14%
8%
8%
7%5%
2%2% 5%
EnrolmentsSpanishFrenchGermanChineseJapaneseItalianArabicRussianPortugueseOther
IWLP language take-up 2014
Increase in demand 2014-15 compared to 2013-14
Higher Lower About the same
0
5
10
15
20
25
30
35
Overall
HEIs
German
Chinese
Arabic
Japanese
Spanish
0 5 10 15 20 25
Particular languages
HEIs
A result of campaigning/outreach for languages in general (including Routes)
Impact from dissemination of reports/statements by the British Academy, British Chambers of Commerce, CBI etc
Recent increased press coverage of need for language skills (e.g. BA/Guardian initiative)
University internationalisation strategies and language policies and promotion of the concept of the global graduate
Peer pressure: international students acquiring 3rd/4th/5th language putting pressure on home students to compete
IWLP success – why?
Polarisation of ‘(functional) language skills’ vs ‘language (-based) studies’
Increased awareness of availability – driving student choice to other subjects with a language on the side
Contribute to the closure of degree programmes – shift in university/senior management decisions about language provision to IWLP only
Risks associated with IWLP success
HE Shifts – reality/perceptions
small numbers of high level specialists
large numbers with low-level skills
single/joint honours degree in/with
languages (language-based study)
language departments language +
cultural/area studies compulsory year
abroad
combinations of X + language(s)
IWLP only (some language learning for credit/extra-curricular)
language centres language only/some
embedded culture? optional outward
mobility
“Employers don’t want a graduate who has spent 3 years reading medieval French literature” [Chair of the Board of a major global company, Nov 2014]
Or the direct opposite: “Employers think a Chinese studies degree is
only about learning the language, without any study of contemporary China” [UCML East Asian studies representative report to plenary 2014]
Perceptions to counter
Degrees in languages are incredibly varied and multidisciplinary:◦ Literature, film, contemporary/popular culture◦ Society, social sciences, economics, history, business,
international relations, politics◦ Linguistics, translation studies
… and develop wide and important skills◦ High level language skills (near native)◦ Intercultural competence and awareness◦ (Translation, interpreting and teaching skills)◦ International study / work experience◦ Personal maturity and resilience◦ Team-work, communication skills, the ability to process,
summarise and analyse text etc etc etc
Combatting these perceptions
Evidence from fMRI scans etc Increased grey matter Brain plasticity Cognitive processing skills in a number of
different contexts including creativity, problem solving etc
Not just of relevance to ‘bilinguals’ from childhood but constantly developing in all L2 learners/users (in contrast to monolinguals)
+ enhanced cognitive skills
Studying (whether via Erasmus or in non-European universities)
Language Assistantships Work experience (paid/unpaid – wide
variety) More than one type of experience More than one country Wide range of destinations globally Recommended site:
www.thirdyearabroad.com
Residence abroad experiences
Language degrees are…
Humanities/social science degrees…
… but with invaluable added extras!
High for graduate linguists nationally – wide variety of sectors, good transferable skills◦ Need to decide what career they want and sell their employability skills for that
primarily◦ Language and intercultural skills set them apart, but putting them centre stage
can be counter-productive (unless for specialist language careers like translating, interpreting, teaching)
Mixed messages from employers◦ Damage to economy of lack of language skills, particularly SMEs and export
opportunities◦ BCC has called for compulsory languages at least to GCSE, preferably through
14-19 education◦ High dissatisfaction from CBI members about graduate/school-leaver language
skills◦ Don’t always understand what graduates in and with languages are and can do◦ Don’t routinely specify language skills in person specifications◦ Rarely call for policy changes (can and do hire from abroad)
Employability
National languages policy conference/round table Oct 2015 (Cambridge) with multiple civil servants: formal statement to come
UCML writing to Ofqual re severe/unreliable grading National conference/round table Feb 2016 on
reconceptualising language degrees (BA) Regular comments in the press Forthcoming Routes into Languages publication on
employability (n.b. Routes finishes Jul 2016) Forthcoming Born Global report (BA) Numerous comments in press, public statements, blogs… New AHRC Open World Initiative research projects with
major goal of transforming understanding and public engagement
A few HE initiatives to influence policy
We need linguists – not just those with language skills on the side but those with specialist, high level competence and deep cultural knowledge
We need language teachers, translators and interpreters
Studying languages is inherently fascinating Language graduates are highly employable High functioning linguists have more powerful
brains HE linguists need to do more to demonstrate the
value of our disciplines; we also need support from school teachers and to support you
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