Leaving the EU: Student Exchanges

Jamie Stone Excerpts

Thursday 30th November 2017 Commons Chamber

[Victoria Prentis]

The hon. Gentleman makes an important point. The type of foreign language exchanges I am talking about involve living with a family abroad and the depth of understanding that can be gained only in a domestic setting. That is what I am so keen to promote. Of course it is difficult for schools to arrange such exchanges, but it is worth it.

I thank all teachers who put themselves out and often spend their own holidays travelling with groups of teenagers—not everybody’s cup of tea—to far-flung places to enable deep, worthwhile experiences for our children. I hope the Minister will join me in encouraging that.

[Jamie Stone (Caithness, Sutherland and Easter Ross) (LD)]

This is a classic example of a debate in which I made to leave Chamber, realised what the debate was about and came back with alacrity. I am hugely enjoying the hon. Lady’s contribution, and I am in total agreement with her. Friendships formed between foreign students can be crucial. President Clinton was a Rhodes scholar at Oxford, which helped his understanding and attitude towards this country.

[Victoria Prentis]

I thank the hon. Gentleman for his intervention. It is about a depth of friendship that encourages not only language skills but the ability to have a network of friends and contacts. My early experiences of foreign exchanges gave me the confidence to travel abroad in the political sphere. I was able to spend some time working for the Christian Democratic Union of Germany and at the White House in the States, but I doubt that I would ever have thought of such opportunities had I not had my early experiences of travel and of the value of building networks across continents, which early foreign exchange travel offers to students. I cannot tell him how valuable I think such experiences are.

Exchanges can give our young people the internationalist outlook that we need. We should capitalise on the teenage ability to make friends easily and encourage teenagers to open their eyes to new and different opportunities. Even though learning a language inevitably involves hard work on grammar and vocab tests, the speed with which one picks up a language when immersed in family life is second to none. Learning with a friend is so much better, and the technology available to students makes learning easily accessible. My children have Mandarin and Russian keyboards on their phones to enable them to text their exchanges—that does make policing their phones rather difficult when their mother does not speak either language. Nevertheless, I commend their enthusiasm, and it seems to be the way that the children of today find easiest to communicate. I am impressed that one of my daughters does her texting in Russian and the Russian exchange does hers in English, which is really commendable—and not just done to frustrate mothers.

Finally, language learning has lifelong health benefits. Studies of people with Alzheimer’s disease have shown that, on average, symptoms started four and half years later for people who could speak at least two languages. It is perhaps appropriate to mention my grandmother here. She is well into her 90s, but continues to work on her languages through audiobooks now that her eyesight is not as good as it once was. She successfully taught generations of children of all abilities to communicate in a selection of languages—albeit all with a strong Welsh accent. I ask the Minister to join me in thanking her and today’s generation of language teachers, including the inspirational women who teach my daughters. I ask him to encourage them to promote the student exchanges that we need to take global Britain forward.

--- Later in debate ---

[Nick Gibb]

I will have to write to the hon. Gentleman about that. We want to have a spread of Mandarin excellence programmes across the country, but the initial schools were chosen because they already had a track record of teaching Mandarin very well. The project is led and driven by the excellent Katharine Carruthers of the UCL Institute of Education. The pupils I met this morning were hugely impressive, very ambitious and had high expectations. They want not only to take a GCSE and an A-level in Mandarin, but to go on to HSK 4 and HSK 5, which is essentially fluency in the language. Interestingly, I asked them all what they wanted to do when they left school and none of them wanted to go on to study Mandarin at university. They wanted to be lawyers, doctors and business people, but they also wanted to be fluent in Mandarin.

[Jamie Stone]

The answer to my question may be, “Write a letter to John Swinney in the Scottish Government” but does the Minister have any idea what the situation is with regard to the teaching of Mandarin across the border in Scotland?

[Nick Gibb]

No, I am afraid that I do not. This is a devolved matter. I have spoken to John Swinney a number of times about education matters, and the Scottish Government are implementing a new curriculum for excellence.

The programme also supports the training of new Mandarin teachers to ensure that there is capacity within the system to teach Mandarin. The quality and supply of teachers of modern foreign languages are essential to pupil proficiency and progression. It is very important that pupils are taught by high-quality and inspiring teachers—like the ones I met this morning—in all the subjects, including languages. We remain committed to attracting the brightest and best graduates into the teaching profession. To support that commitment, we continue to offer generous tax-free bursaries, worth up to £26,000, and tax-free scholarships of up to £28,000 for trainees in modern foreign languages.

Figures released today show that we recruited 1,405 modern foreign language trainees to start initial teacher training courses this year, achieving 93% of our target, which was similar to our performance last year, where we achieved 94% of our target.