Baroness Garden of Frognal
Main Page: Baroness Garden of Frognal (Liberal Democrat - Life peer)Education: Languages
Baroness Garden of Frognal Excerpts
Baroness Garden of Frognal
My Lords, I am delighted to have an opportunity to contribute to this debate, although I very much regret the circumstances that have caused me to stand in for my noble friend the Minister. I shall indeed convey your Lordships’ good wishes to him. We hope to see him back in his place very soon. I also thank the noble Baroness for securing this debate. I pay tribute to all the work that she has done as chair of the All-Party Group on Modern Languages. I know that she has been a passionate advocate of modern languages for many years. I wholeheartedly share her concern over the continuing fall in the number of students taking them.
Like the noble Baroness, Lady Benjamin, I wondered whether I should deliver this speech in French, but time was short. Like many noble Lords present today, I was fortunate enough to benefit from studying modern languages. I learnt French from the age of eight, when my family lived in Paris for three years. I went on to read French and Spanish at university. This was underpinned by Latin. I know that I am joined by many—but obviously not all—noble Lords in finding Latin both useful and fun. We have heard from the noble Lord, Lord Cobbold, and the noble Baronesses, Lady Sherlock and Lady Warnock, about the importance of learning languages when one is young and finding them fun. When the RAF posted my husband to Germany, I taught English and French in a German gymnasium. I managed to learn a little German in the process. I hope that I taught a little more French and English to my pupils, but who knows?
Languages have a role not only in preparation for the world of work but in the rather more old-fashioned sense of learning being a good thing. I reassure the noble Baroness from the very start that the coalition Government are working to ensure that languages are given greater pre-eminence, following the very worrying decline in the number of pupils who have been taking them over the past 10 years or so. Over that period, the proportion of students entered for a GCSE in a modern foreign language declined from a high of nearly 79 per cent in 2000 to just 44 per cent last year. There has also been a decline in the number of A-level students taking modern languages and a fall in the number of undergraduates studying language degrees. You end up with a vicious circle whereby enthusiasts and teachers are not going back into schools to regenerate and keep the pool going.
Do languages matter? After today’s debate, I think that noble Lords are in no doubt about that—yes, indeed they do. Seventy-five per cent of the world’s population do not speak English. The proportion of internet usage conducted in English fell from 51 per cent to 29 per cent between 2000 and 2009. The noble and learned Baroness, Lady Butler-Sloss, recounted a sad story about the lack of French among wine buffs. French was always a language that one needed to discuss wine and food; one learnt it for that reason, if for no other.
Learning another language is important to the social and economic future of the country. A number of noble Lords commented on that. The noble Lord, Lord Hannay, made some very pertinent remarks about businesses needing graduates with the ability to hold conversations in other languages and who understand the cultural differences between the UK and other countries. This message is being made forcefully by a range of organisations, such as the CBI, the British Chambers of Commerce and expert bodies such as CILT, the National Centre for Languages. The noble Baroness, Lady Crawley, asked whether business would be enhanced by language skills. According to one estimate by the Cardiff Business School, a workforce with better language skills could allow businesses to contribute £21 billion more to the UK economy.
Various academic studies have shown that language learners show greater cognitive flexibility—as the noble Lord, Lord Broers, said, people with language skills stay mentally sharper in old age—and are better at problem solving and that languages help to narrow the gap between rich and poor students’ attainment and to reinforce English language skills. The noble Baronesses, Lady Hooper and Lady Sharp, referred to this important aspect of learning somebody else’s language as a means of helping you to understand your own language that much better.
What can we do about this? It is clear that we have a duty to ensure that as many pupils in this country as possible have the opportunity to benefit from language learning at school and from as early an age as possible. The coalition Government are committed to achieving this. Ministers are already working on measures to ensure that languages regain their pre-eminence within the national curriculum. My right honourable friend the Secretary of State for Education, Michael Gove, recently set out plans for an English baccalaureate, which was mentioned in the previous debate and in this one. As the noble Lord, Lord Jay, pointed out, this consists of core academic subjects, including a modern or ancient language, alongside English, mathematics, science and a humanity subject. The debate is still continuing on whether a modern or an ancient language should be compulsory. We feel that any school teaching Latin and ancient Greek would almost certainly be teaching a modern language as well. However, one may not be able to rely on that and certainly those points will be made strongly in the review.
I hope that the noble Baroness, Lady Coussins, will welcome the commitment to review the national curriculum, which is designed to ensure that it meets its original intended purpose as a core national entitlement organised around subject disciplines. A number of noble Lords asked about the timing. We will be announcing the remit of that review later this year, but I take this opportunity to assure noble Lords that the study of languages in primary and secondary schools will form a very important part of those plans as we move forward.
Any increase in teaching foreign languages in schools will bring additional demands in terms of language teachers and their training needs. We also need to consider whether foreign language teaching should continue in all primary schools, as noble Lords have pointed out. I welcome the fact that the noble Baroness, Lady Benjamin, is relaying the schemes in her university to encourage primary school teachers as regards language teaching. It was announced in June that the Rose curriculum would not be implemented, but the funding will, of course, continue for this financial year.
We must look at steps to ensure that more students study foreign languages in higher education. The noble Lords, Lord Jay and Lord Hannay, mentioned the concerns expressed by our colleagues in Europe about the number of British students working in EU institutions whose effectiveness and careers are limited if they lack language skills. I am grateful to the Secretary of State for Foreign and Commonwealth Affairs, who has been clear about his desire to see more UK graduates taking up such positions in Europe and using their skills and influence to the benefit of the UK, the EU and the international community. As noble Lords may be aware, in order to encourage more British students to consider careers in the EU, an event took place at the Foreign and Commonwealth Office earlier this month, bringing together vice-chancellors, university careers services and languages staff to develop ideas on how to take that forward.
It is encouraging that the take-up of languages among students studying for other degrees is on the rise, but we still need to do more to engage and enthuse students to study languages in more depth. The work that the noble Lord, Lord Broers, and others in universities are doing to link engineering with a foreign language is welcome and will expand the breadth of opportunities for the students who take up those programmes. We are working to increase British students’ understanding of the world and its peoples through spending time abroad during the course of their studies, for example through increased UK participation in the European Commission’s ERASMUS programme. I will also mention the programme at UCL referred to by the noble Baroness, Lady Sherlock, which insists on a modern language for undergraduates. Recently I was told by a friend that their child discovered an interest in French that they had never found before because they wanted to go to UCL to read a completely different discipline.
Modern foreign languages remain classified as both strategically important and vulnerable subjects for which additional funding has been made available to ensure their continued availability. I refer to the Routes into Languages programme that the Minister for Universities and Science, David Willetts, supported earlier this year with additional funding, allowing consortia of schools, colleges and universities in each English region to carry on their activities until the end of the financial year.
The decline in the number of students studying languages at university prompted the Higher Education Funding Council for England to invite Professor Michael Worton, Vice-Provost of University College, London, to undertake a review of the health of language provision in English universities last year. That review also has been mentioned and the recommendations are being taken forward.
I will pick up on one or two points. Perhaps I may write to noble Lords in response to questions that I have not answered. The noble Baronesses, Lady Coussins, Lady Sharp and Lady Warnock, mentioned the Language Ladder. Funding has continued until this year. The contract is now coming to an end and we will need to consult further on it, because obviously the programme had tremendous benefits. Several noble Lords mentioned the late Lord Dearing. In a debate such as this, we all feel his legacy and pay tribute to him.
The noble Lord, Lord Harrison, mentioned Beaconsfield and the language skills at GCHQ. The military has had an extremely good language school at Beaconsfield for many years, teaching all sorts of exotic languages, as well as the mainstream ones. I do not know the answer to the question that the noble Lord raised and I think that it would probably be best answered by another government department. I shall try to refer it to the relevant department for an answer. However, my understanding is that TA officers certainly also receive language training if their duties require it.
My noble friend Lady Benjamin mentioned primary schools, and I think that I have already talked about the implications for those schools.
In conclusion, I repeat that the Government are absolutely committed to restoring the pre-eminence of languages within schools and higher education. I thank the noble Baroness for giving us the opportunity to debate this most important area once again, and I also thank all noble Lords who have spoken so persuasively this afternoon. I know that I speak on behalf of my noble friend the Minister when I say that we look forward to working closely with the noble Baroness over the coming months to ensure that the curriculum review takes full account of the arguments that have been raised during this debate.