Language Policy in Scotland

Sarah BreslinDirector

Scotland’s National Centre for Languages/Confucius Institute for

Scotland’s Schools

5th July, 2012“Language Futures”

Presentation OverviewPresentation Overview• Key policy developments

• Modern languages in secondary schools – the current state of play

• The role of SCILT – implementing AND influencing policy

• The way ahead for SCILT/CISS

• Cross-sector collaboration

• Concluding remarks

• CfE: 2004 – 2016 (1st full year of implementation 2010-11; first year of new qualifications 2013-2014)

• 2006: first China Strategy

• 2008: China Plan (08-11)

• June 2008: Fiona Hyslop, Cabinet Secretary, announces new Scottish Baccalaureate in Languages/Science

• January 2011: “Teaching Scotland’s Future” – Donaldson report

• March 2011: Modern Languages Excellence Report

• September 2011: “Putting Learners at the Centre” (post-16 education)

• 2012: “Language Learning in Scotland : A 1+2 Approach” published

• 2012: New Scotland-China-Hong Kong Plan (due in autumn)

Key Policies – an overviewKey Policies – an overview

Scottish Baccalaureate in Scottish Baccalaureate in LanguagesLanguages

2010 2011 2012

19 36 34

Issues of sustainability and recognition from HE

MandarinMandarin2010 2011 2012

Access 3 162 169 128

Intermediate 1 30 27 52Intermediate 2 19 37 28Higher 28 26 42Advanced Higher 2 14 7

Clear challenges for SCILT/CISS if this is to grow

Opportunities offered by CfEOpportunities offered by CfE• Principles of Curriculum Design - more freedom to innovate

and motivate

• Global Citizenship as an entitlement – key opportunity for MFL

• Shift in emphasis for primary languages – more skills, less content

• CfE levels (pre qualifications) – aligned to CEFR; clearer progression

• New/er qualifications – Languages for Work Purposes/The Scottish Baccalaureate in Languages/New Languages for Life and Work Awards/generic units

“confident, global citizens”

Report of the Languages Working Report of the Languages Working GroupGroup

• Background to manifesto commitment to “L1+2”

• Report recommendations• Building on the ML Excellence Report• The role of decision-makers• Positive for ML teachers• Radical change

• Is the European reference meaningful?

• Implementation

Recommendations – building on Recommendations – building on the Excellence the Excellence

Report (1)Report (1)1) First class teachers and first class pedagogy (diversity of

techniques, including CLIL/ resources, activities) are the key

2) The importance of transition: progression and continuity from primary to secondary and of liaison/joint CPD opportunities

3) Restating the entitlement to the end of BGE – AND recommending the study of more than one modern language to the level of a National Qualification Unit or course, in the senior phase

4) The importance of learners hearing the target language – from the teacher and from native speakers – “regular planned exposure to L2 and L3 languages.”

Recommendations – building on Recommendations – building on the Excellence the Excellence

Report (2)Report (2)1) The importance of developing both

employability and citizenship through external partnerships at home and abroad

2) Greater and more meaningful use of ICT

3) Stronger links with FE and HE

4) Diversity of qualifications (courses, awards, units) on offer to learners

Key Recommendations for Key Recommendations for Decision-Makers Decision-Makers

1) Local Authorities and Schools should develop a 1+2 STRATEGY (organisation, curriculum, resources, range of languages, EAL provision as part of this etc)

2) Local Authorities should carry out an audit - how many staff are MLPS/GLPS trained? How many are delivering?

3) Local Authorities to work with British Council and SCILT regarding appointment of FLAs

Radical recommendations – or Radical recommendations – or are they?are they?

1) The introduction of a second language from primary 12) The introduction of a third language no later than

primary 53) ITE primary students – Higher in language on entry or

on completion4) PGDE (primary) compulsory module on ML5) National recruitment strategy and campaign to

encourage young people to become language teachers (primary and secondary)

6) The engagement of skilled and trained native speakers

7) Closer links between language departments in universities and schools

Challenges or Challenges or opportunities opportunities for teachers?for teachers?

1) Support teachers to develop the range of languages in which they are qualified or trained to teach.

2) GTCS to promote improved professional standards in language teaching and encourage teachers to gain qualifications and accreditation in languages, e.g. through Professional Recognition

• Why a strategy matters

• Why diversity must be central to the strategy

• Why there can be no hierarchy of languages

• Embracing the languages of our learners

• Key elements

A strategy to implement A strategy to implement the policythe policy

L1 + 2: Creating conditions for L1 + 2: Creating conditions for successsuccess

• Understanding the local context/current state-of-play

• NOTNOT looking at ELL in isolation

• Strengthening languages at ALL stages 3 -18

• Learning from research – Scotland, rest of UK, Europe, international – the benefits and the pitfalls….

“Research has shown that in formal settings early L2 instruction does not prove

advantageous unless followed by well designed foreign language instruction

building on previous learning. ” (Marinova-Todd , 2000)

“…those bringing low enthusiasm from primary stay negative, while those with

confidence and keenness lose it in secondary if prior language learning experience is

ignored.” (James Coleman, 2007)

Symbolic value of European Symbolic value of European reference reference

• Does a reference to Europe matter?

• Young Scots = global citizens?

• Dangers of parochialism

• How 1+2 has evolved

Implementation of 1+2: a phased Implementation of 1+2: a phased approachapproach

• Over lifetime of two parliaments

• 1st pilots for 12-13: small number: 10-12 representing:• Geographical spread

• Range of languages (French, German, Gaelic, Spanish, Chinese, Scots)

• Different approaches in primary, e.g. (+1 from Primary 1; +2 across the curriculum; training for whole staff – projects at different stages of primary)

• Type of school: rural, urban, socio-economic factors; size; size of cluster etc)

• Stage (primary, broad general education (S1-3); Senior Phase (S4-6)

• Top down and bottom-up; chance to trial, evaluate and recommend changes; engagement strategy

Supporting practitioners Supporting practitioners whilst…whilst…

Professional Development

Research and

Statistics

Information Service/Resour

ces

Promoting Languages

……informing and informing and influencinginfluencing policy policy

• Build on researched-informed CPDCPD to create Masters modules

• Lead on 1+2 pilots; develop dedicated 1+2 website for each stage; evaluate pilots

• InformationInformation: identify key reports (UK, EU and international) – extract and disseminate key messages to stakeholders, including politicians

• Feed researchresearch findings and feedback from practitioners, HE and business into development of new qualifications

• (critical) analysis of SQA statistics –statistics – highlighting worrying trends and celebrating success; encouraging wider pool of writers for peer-reviewed research research journal, e.g. FLAs; national online surveys (primary and secondary)

SCILT – into the futureSCILT – into the future

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Early years Primary Senior Phase

Managers HE and Adult

Language Learners

BusinessS1 – S3 (BGE)

Events

We recognise the benefits of partnership working and of sharing resources, and have a number of strategic partnerships with key organisations in

Scotland, UK and further afield.

Language Learner?

Business?

Teacher?

Parent/Carer?

ARE YOU A…Languages 3-18

Business Language Champions

Confucius Institute

More

Chinese New Year Celebrations

Linguistics Olympiad

A competition for students of AH French

More

Scottish Languages Review Issue 24 now published/

Scotland-China Association Primary Schools Competition

Olympic resources from SCILT

SCILT into the futureSCILT into the future

• To provide strategic leadership of the existing hub network, including financial management and quality-assurance

• To extend the influence of existing hubs and encourage applications for new hubs

• To provide resources and professional development for teachers of Chinese and Chinese language assistants

• To organise national conferences and seminars, as well as language and cultural exchange activities

• to support cultural activities and promote Chinese language and culture competitions (e.g. HSK examination)

Aims of the Confucius Institute for Aims of the Confucius Institute for Scotland’s Schools (CISS)Scotland’s Schools (CISS)

SCILT: an ideal home for CISSSCILT: an ideal home for CISS

SCILT : a diverse SCILT : a diverse partnership modelpartnership model

sharing disseminatingcollaborating

Schools and HE: working Schools and HE: working togethertogether

• Offering some form of associate student status/access to research articles

• Sending language ambassadors from their faculties into schools• Research skills/project management workshops• Working with key agencies • Working with schools liaison and admissions to ensure

consistency of message/reciprocal flow of information• University-wide Language Programmes• Language modules for primary teacher training

let’s work together across the sectors to safeguard languages

Diverse sectors with different needs? Diverse sectors with different needs? Yes, but..Yes, but..

Interdependencies make holistic Interdependencies make holistic approach ESSENTIALapproach ESSENTIAL

Language Futures – what do they hold for Scotland?

Why we need to grasp the opportunity

Healthy scepticism/realistic optimism

Concluding RemarksConcluding Remarks

Let’s share …!Let’s share …!

謝謝