Education: Foreign Language Teaching

Baroness Warnock Excerpts

Thursday 16th January 2014 Grand Committee

[Baroness Warnock (CB)]

My Lords, I congratulate my noble friend on securing this debate. I associate myself very strongly with her reference to the common European framework of languages.

The excellent idea—initiated, I think, by Lord Dearing—of the language ladder seems to have disappeared through the floorboards. It is essential to have a way of assessing the progress of children at key stage 2, and this framework would provide that because it is adaptable to the earlier stages. More than that, it is also something that teachers themselves should be very much encouraged to make use of to upgrade their own language skills, or even to start at the beginning and treat learning a language like learning a musical instrument, where you have the associated board and examinations at various stages; it does not matter what age you are—you can take grade 1 when you are eight or 80. Such a framework is essential before we embark on the very welcome return of languages to key stage 2.

I have three questions for the Minister, all of which I think have been asked before in one form or another. First, are the Government planning for the department to set up some sort of crash courses for serving teachers in order to add a specific qualification in the teaching of languages to their existing qualifications?

Secondly, and even more importantly, are the Government minded to set up short training courses, preferably in-school, for bilingual non-teachers who could then act as peripatetic teachers in groups of schools? Of course, this entails what has already been mentioned: the need for collaboration between schools in an area. Primary and secondary schools should act as a collaborative group, and peripatetic teachers could therefore teach in both secondary and primary schools. Having a native speaker who has trained as a teacher, however briefly, would be an enormous advantage. I wonder if the Government have any ideas to set this up—immediately, really, because September is not so far away.

That leads to my third question: how are we going to break away from the domination of French as the most-taught language in primary schools? I have nothing against the French language—or rather, I have some things against it, although I am not anti-French—but the predominance of French is a purely historical matter that should be remedied in the 21st century. I hope that making use of native speakers of a variety of different languages would be extremely helpful.

This morning I asked someone who has lots to do with corresponding and communicating in foreign languages which two languages he would choose as the most useful to be taught at key stage 2. He said that his heart told him French—because he loves French—but his head told him Mandarin and Spanish. We ought to widen the range of languages taught and make use of all the skills that there are. As we know, many languages are spoken in this country at present. Mandarin is taught quite widely, but mainly in private schools at present, and we do not want it to be a skill that is confined to people who have been to private schools. I would be grateful if the Minister could answer those questions.