Isabella Moore CILT, the National Centre for Languages

1. Two years� ago we held a joint conference here in Birmingham just as the Black Country Pathfinder was getting under way. A lot has happened in two years! I�d like to take a little time to set the context for the day by looking back over that time to see where we have come. Two years� ago we held a joint conference here in Birmingham just as the Black Country Pathfinder was getting under way. A lot has happened in two years! I�d like to take a little time to set the context for the day by looking back over that time to see where we have come.

2. Nuffield Inquiry Recommendations Designate languages as a key skill Drive forward a national strategy Appoint a languages supremo Raise the profile of languages Give young children a flying start Improve arrangements in secondary schools Reform organisation and funding of languages in Higher Education Develop huge potential of language learning in adult life Establish a national standards framework for describing and accrediting language competence Coordinate initiatives linking technologies and languages

3. Our starting point A languages deficit Low capability (35%), but great enthusiasm (77%) 9 out of 10 children stop learning languages at 16 Employers ambivalent Decline at university Accelerating drop out post-16 Statutory 11-16 (but issues of motivation) Little or no primary provision

4. The 1990s paradigm of languages for all

5. 16+ take up (GCE/CSE and GCSE)

6. A-level take-up

7. Languages at A level Numbers going on to AL have been cause of concern for many years. �Black hole� post 16 mentioned in Nuffield Report. Flatter picture now, but still too few students. Numbers relatively stable at AS recently � drop off in A2 as students give up 4th subject Note that numbers for other languages are increasingNumbers going on to AL have been cause of concern for many years. �Black hole� post 16 mentioned in Nuffield Report. Flatter picture now, but still too few students. Numbers relatively stable at AS recently � drop off in A2 as students give up 4th subject Note that numbers for other languages are increasing

8. HE first degree courses: French and German, 1996 to 2005 Higher education, trends in recruitment to First degree courses with languages over the last 10 years: Decreases in French, German, Italian, Scandinavian and Asian studies Increases in Spanish, Chinese, Middle Eastern and African studies Fluctuations in Portuguese, Japanese, Russian and Eastern European languages However, the latest data starting to show a more positive picture: increases from 2003 � 2004 in all languages except German, Scandinavian, Russian and African studies But: Gender gap � 70% of language graduates are female Concerns over skills needs � strategically as well as in business. (Roberts report to HEFCE) Higher education, trends in recruitment to First degree courses with languages over the last 10 years: Decreases in French, German, Italian, Scandinavian and Asian studies Increases in Spanish, Chinese, Middle Eastern and African studies Fluctuations in Portuguese, Japanese, Russian and Eastern European languages However, the latest data starting to show a more positive picture: increases from 2003 � 2004 in all languages except German, Scandinavian, Russian and African studies But: Gender gap � 70% of language graduates are female Concerns over skills needs � strategically as well as in business. (Roberts report to HEFCE)

9. Use of Languages

10. Standards of Language Proficiency

11. Major Milestones Introduction of Comprehensive education (1970s) and the generalisation of languages for all 1114 Development of Graded objectives in Modern Languages (1970 1990) HMI reports 1983 and 1987 consultations and 1988 statement of policy on MFL Introduction of a common examination (GCSE) Statutory National Curriculum in Modern Foreign Languages (1990) CILT/NCC non statutory guidance on languages and special educational needs (1992)

12. Vision Lifelong skill To be used for business and pleasure Open avenues of communication and exploration Instil broader cultural understanding

13. Languages for All: Languages for Life:A Strategy for England

14. Priorities Balancing local, regional and national need Primary entitlement - capacity and quality 14 � 19 redefining the landscape

15. Sustainable change Models and multipliers Working in partnerships Dissemination Rationalising filed forces

16. A new paradigm

17. A new approach Primary focus workforce development curricular innovation building infrastructure and resources 2. Raising standards in secondary More SLCs KS3 Framework CPD and networks Support and coherence The Languages Ladder: National recognition Scheme 4. Promotion and encouragement to all learners

18. The Languages Ladder is The National Recognition Scheme for Languages One of the three overarching aims of The National Languages Strategy Designed to endorse achievement in language skills at all levels of competence for all ages in a wide range of languages

19. The Languages Ladder - principles Made up of 6 stages: each stage has graded steps �Can do� descriptors for each skill at each gradeSpeaking: Grade 3�I can ask and answer simple questions and talk about my interests� Recognition of individual language skillsStand-alone qualifications for Listening, Speaking, Reading & Writing skills Formal assessment available when the learner is readySeveral external assessment opportunities in an academic year Assessment as an endorsement of achievement not as an end of course �hurdle� � the recognition of success

20. Timetable for development Autumn 2006 Additional languages within the first 3 stages - likely to be: Arabic, Bengali, Gaeilge/Irish, Gujarati, Hindi, Modern Greek, Polish, Portuguese, Russian, Somali, Swedish, Tamil, Turkish, Welsh and Yoruba. Advanced (stage 4) to be available in at least 3 pilot languages

21. National Languages Strategy in Higher Education - Recommendations Formal designation of certain Modern Foreign Languages as subjects of strategic national importance. Possibility of instituting a notice period of 12 months before the closure of any language departments offering undergraduate teaching. HEFCE, in conjunction with RDAs, should take a more active role in examining the implications that falling languages provision may have for student access at the regional level

22. Policy development Tomlinson 14-19 Education and Skills White paper Every child matters Higher standards, better schools for all � more choice for parents and pupils Skills: getting on in business, getting on at work Apprenticeship Task Force Quick run through of policy developments over last 2 years. In summary: more diversification of curricula, more differentiated routes, more work-related, personalised/individualised. Languages need to be part of this. Need to develop alternative as well as mainstream courses. Need to tie in more to local and regional needs. Employers� needs are put �centre stage� in the design and delivery of training. Quick run through of policy developments over last 2 years. In summary: more diversification of curricula, more differentiated routes, more work-related, personalised/individualised. Languages need to be part of this. Need to develop alternative as well as mainstream courses. Need to tie in more to local and regional needs. Employers� needs are put �centre stage� in the design and delivery of training.

23. Local delivery of national strategy Co-ordination Retained funding People who make things happen Collaboration Local planning and networks LAs, Comenius/RSG, SLCs, HEIs Schools � hubs and partnerships Sustainable Workforce Development Recruitment CPD for classroom teachers Teaching Assistants, HLTAs and FLAs Primary/secondary partnerships Resources QCA Schemes of work NACELL

24. Networks

25. Implementation � Mobilising and building the networks

26. Numbers as at October 2005. Well on our way to target of 95% schools specialist by 2008. Currently about 80% specialist. Hit the 2000 school target early. And beginning to expand into second specialisms. Also, worth noting 7 LEAS 100% specialist. Most between 50 � 75%.Numbers as at October 2005. Well on our way to target of 95% schools specialist by 2008. Currently about 80% specialist. Hit the 2000 school target early. And beginning to expand into second specialisms. Also, worth noting 7 LEAS 100% specialist. Most between 50 � 75%.

30. Primary LanguagesA Rationale for Early Language Learning �Learning a language is��.Exciting! Fantastic! Magical! Useful! Stimulating! Really, really, 100 x really FUN�

31. Primary Entitlement

32. Support for Primary Languages KS2 Framework for LanguagesProvides a national reference point & learning objectives for KS2 languagesAvailable in hard copy & online Regional BriefingsIn all nine regions of England from February Training for Trainers18 funded training sessions for teachers across England Primary Languages - �The Training Zone�Online, supports the Framework with interactive materials for leaders, teachers & trainers, including video & audio examples of best practice 

33. Support for Primary Languages Schemes of WorkQCA is producing Schemes of Work for Years 3-6 in French, German & SpanishWill be freely available and onlineAdvisory not statutory & can be adapted by schoolsFrench available from Oct 2006; German & Spanish from Oct 2007 Professional DevelopmentIntroductory training courses for Teaching Assistants & Higher Level Teaching Assistants who already have language skillsMaterials free to download from the internet

34. KS2 Framework for Languages Five strands Oracy Literacy Intercultural understanding Knowledge about language Language learning strategies

35. Has been running since October 2002 and now involves190 SLCs and their primary partners Project support includes: Annual launch and dissemination conferences National and regional face-to-face support e.g. seminars and workshops from CILT specialist advisers Electronic and telephone support from CILT specialist Language Teaching Advisers A comprehensive �training trainers� programme Straightforward reporting and feedback We are in our 4th phase and the Dfes, who is our funder will be renewing this for future years. We start every year with launch conference and end with disseminsation conference. Many of your teachers are familiar with this project and they have attneded conferences and have had spectular evaluation. Quote � CILT has supported���.� We work regionally locally and of course nationally and that we have a comprehensive training trainers programme. (specific for language colleges � 3 yrs). SLC�s report to us, we analyse this feedback and that allows us to distill key messages and informs our future planning. (SLC�s report once/twice a year).We are in our 4th phase and the Dfes, who is our funder will be renewing this for future years. We start every year with launch conference and end with disseminsation conference. Many of your teachers are familiar with this project and they have attneded conferences and have had spectular evaluation. Quote � CILT has supported���.� We work regionally locally and of course nationally and that we have a comprehensive training trainers programme. (specific for language colleges � 3 yrs). SLC�s report to us, we analyse this feedback and that allows us to distill key messages and informs our future planning. (SLC�s report once/twice a year).

36. Primary � Progress to date Assumptions: Primaries will meet salary costs, we will fund training Mixed economy approach to workforce � maximising flexibility for schools to adopt best model for them Building up support networks for primaries to operate in Big stories: 1200+ new teachers with MFL specialism (French, German, Spanish & Italian) 19 LEA Pathfinders have been running since Sept 2003, testing delivery approaches to language learning, curriculum management, staff deployment & training, and development of resources. Evaluation due Oct �05 Draft KS2 framework developed and consulted on � offers detailed approach to teaching languages across key stage, recommends 1 hour a week, closely linked to Literacy Strategy, promotes cross-curricular links 2002/03 44% schools teaching languages in some form, with 35% using curriculum time to do so. �In some form� covered curricular time and extra-curricular clubs. 3% of schools were delivering languages in the way the KS2 framework envisages (all year groups across Key Stage, in class time, for an hour a week) Currently 9 Comenius centres, with plans to increase to 20 by 2006-07. Centres offer a regional framework to support delivery of Languages Strategy on regional & local level. Centres offer invaluable support for INSET. [Jan Amos Comenius was a 17th century Czech philosopher who planned a philosophical language that would be universal and ease communication & understanding]Assumptions: Primaries will meet salary costs, we will fund training Mixed economy approach to workforce � maximising flexibility for schools to adopt best model for them Building up support networks for primaries to operate in Big stories: 1200+ new teachers with MFL specialism (French, German, Spanish & Italian) 19 LEA Pathfinders have been running since Sept 2003, testing delivery approaches to language learning, curriculum management, staff deployment & training, and development of resources. Evaluation due Oct �05 Draft KS2 framework developed and consulted on � offers detailed approach to teaching languages across key stage, recommends 1 hour a week, closely linked to Literacy Strategy, promotes cross-curricular links 2002/03 44% schools teaching languages in some form, with 35% using curriculum time to do so. �In some form� covered curricular time and extra-curricular clubs. 3% of schools were delivering languages in the way the KS2 framework envisages (all year groups across Key Stage, in class time, for an hour a week) Currently 9 Comenius centres, with plans to increase to 20 by 2006-07. Centres offer a regional framework to support delivery of Languages Strategy on regional & local level. Centres offer invaluable support for INSET. [Jan Amos Comenius was a 17th century Czech philosopher who planned a philosophical language that would be universal and ease communication & understanding]

38. Proportion of schools making languages optional Results of Languages Trends surveys, carried out with ALL and ISMLA In 2003, 43% of schools had made languages optional in Key Stage 4. By this autumn, this proportion had gone up to 75%. The effect on pupil numbers has been devastating in some schools where there has been extensive drop out and we must acknowledge the concern about this. Of particular concern is the types of schools being affected (those at the lower end of the achievement scale, and with high proportions of pupils on free school meals. Socio-economic factors and cultural factors at work. Social inclusion issue. French and German have been the languages most affected by pupil drop out. Results of Languages Trends surveys, carried out with ALL and ISMLA In 2003, 43% of schools had made languages optional in Key Stage 4. By this autumn, this proportion had gone up to 75%. The effect on pupil numbers has been devastating in some schools where there has been extensive drop out and we must acknowledge the concern about this. Of particular concern is the types of schools being affected (those at the lower end of the achievement scale, and with high proportions of pupils on free school meals. Socio-economic factors and cultural factors at work. Social inclusion issue. French and German have been the languages most affected by pupil drop out.

39. Making Entitlement a Reality Setting a benchmark 50% minimum rising to 90%+ Reporting to Ofsted Reporting to parents/school profile Monitoring The Language trends survey identified these factors as crucial in determining whether languages were successful or not in schools: Attitudes of parents, senior management SMT support (as Ofsted report this summer) The option system can work for languages as well as against it. Injudicious timetabling can be a killer New courses and qualifications can support take up Also new languages (Japanese, Chinese, Arabic) and Community languages a key part of this in some schools Activities which promote languages within the school in context of competition with other subjects. The Language trends survey identified these factors as crucial in determining whether languages were successful or not in schools: Attitudes of parents, senior management SMT support (as Ofsted report this summer) The option system can work for languages as well as against it. Injudicious timetabling can be a killer New courses and qualifications can support take up Also new languages (Japanese, Chinese, Arabic) and Community languages a key part of this in some schools Activities which promote languages within the school in context of competition with other subjects.

40. Factors affecting take-up Attitudes relevance progress they feel they are making enjoyment Senior Management support The option system Courses and qualifications Which languages? Promotion FE mainly optional element within vocational courses regional variations The Language trends survey identified these factors as crucial in determining whether languages were successful or not in schools: Attitudes of parents, senior management SMT support (as Ofsted report this summer) The option system can work for languages as well as against it. Injudicious timetabling can be a killer New courses and qualifications can support take up Also new languages (Japanese, Chinese, Arabic) and Community languages a key part of this in some schools Activities which promote languages within the school in context of competition with other subjects. The Language trends survey identified these factors as crucial in determining whether languages were successful or not in schools: Attitudes of parents, senior management SMT support (as Ofsted report this summer) The option system can work for languages as well as against it. Injudicious timetabling can be a killer New courses and qualifications can support take up Also new languages (Japanese, Chinese, Arabic) and Community languages a key part of this in some schools Activities which promote languages within the school in context of competition with other subjects.

41. Meeting the Challenge Advocacy: Redoubled efforts to convince: pupils, heads and governors parents, press and politicians Training and development for careers teachers Curricular reform Linking across curriculum New languages Meanings that matter Diplomas New modes and formats of delivery Content and language integrated learning Language days Links and partnerships Fast tracking Vocational courses: employability

42. Innovation Fast tracking Vocational courses Level 1 courses New qualifications � Asset languages New languages Content and language integrated learning New formats (eg language days) European projects Links and partnerships Now move on to some of the good news. Innovations that point the way to future success. We will see many of these demonstrated later today. Note that the experience of the Specialist Language Colleges has been crucial in encouraging innovation and providing models. Others too, of course�. Mention Vocational GCSEs and ALs, GVCE language and businessNow move on to some of the good news. Innovations that point the way to future success. We will see many of these demonstrated later today. Note that the experience of the Specialist Language Colleges has been crucial in encouraging innovation and providing models. Others too, of course�. Mention Vocational GCSEs and ALs, GVCE language and business

43. 14-19 Specialised Diplomas Phase I in schools/colleges September 2008: Phase 1 Specialised Diplomas will all include languages Built Environment, ICT, Engineering, Health & Social care, Creative/Cultural/Media Sector Skills Agreements Sector Qualifications Strategies Diploma Development Partnerships Employer consultation, draft content, Awarding Bodies All of the work for which I�m responsible, as is the case for all of us at CILT, is focused on supporting learners, end users and practitioners. LLAS Subject Centre, now part of the HE Academy. CILT confirmed as continuing as a partner. DfES � actions, including extension of Languages Work to include case studies of language professionals Argument for languages: in schools, it�s points. Post-16 it�s funding. In HE, it�s funding and e.g. press listings of which HEI best to study at. Shame V-Cs into addressing International � and languages explicitly as a part of that. International Strategy � bound up also with work with British Council re FLAs � etc. Unique role for CILT in HE is in acting as the �glue� that brings partners round a table, partners who might not otherwise get together � the �honest broker� role again. Also EVIDENCE again. The landscape is changing for languages in HE every bit as much as in the other phases of education. We have the capacity to analyse HESA enrolment and destinations data, and now UCAS data, to underpin arguments with DfES and HESA for languages as �strategically important subjects�. And as in earlier phases of education, �languages with� taking over from �languages pure�, so work now on Foundation Degrees, including FDs in languages, and Knowledge Transfer � it�s not all science! � e.g. ATC. New generation of HE tutors � prep for July 2006 2-day conf; opportunity to press for more collaborative action And our language pedagogy research programme, bringing research and classroom practice closer together for the benefit of teachers and learners. All of the work for which I�m responsible, as is the case for all of us at CILT, is focused on supporting learners, end users and practitioners. LLAS Subject Centre, now part of the HE Academy. CILT confirmed as continuing as a partner. DfES � actions, including extension of Languages Work to include case studies of language professionals Argument for languages: in schools, it�s points. Post-16 it�s funding. In HE, it�s funding and e.g. press listings of which HEI best to study at. Shame V-Cs into addressing International � and languages explicitly as a part of that. International Strategy � bound up also with work with British Council re FLAs � etc. Unique role for CILT in HE is in acting as the �glue� that brings partners round a table, partners who might not otherwise get together � the �honest broker� role again. Also EVIDENCE again. The landscape is changing for languages in HE every bit as much as in the other phases of education. We have the capacity to analyse HESA enrolment and destinations data, and now UCAS data, to underpin arguments with DfES and HESA for languages as �strategically important subjects�. And as in earlier phases of education, �languages with� taking over from �languages pure�, so work now on Foundation Degrees, including FDs in languages, and Knowledge Transfer � it�s not all science! � e.g. ATC. New generation of HE tutors � prep for July 2006 2-day conf; opportunity to press for more collaborative action And our language pedagogy research programme, bringing research and classroom practice closer together for the benefit of teachers and learners.

44. We launched Languages Work in September 2004 � a set of materials specifically designed to raise awareness of the value of languages for careers and in young people�s lives generally. Aimed at correcting misconceptions in the past about what jobs linguists can do, whether everyone speaks English anyway, the usefulness of basic language skills and so on. These misconceptions are holding back individuals in their lives and their careers, and they are holding us back as a nation in the global economy and the expanding Europe. Languages Work was created to challenge these misconceptions and help those in contact with young people provide up to date, reliable information that will help them to make informed choices about languages and their futures. Excellent feedback from schools in particular which have used it and some impressive examples of its impact on take up of languages both in KS4 and in the Sixth form. We launched Languages Work in September 2004 � a set of materials specifically designed to raise awareness of the value of languages for careers and in young people�s lives generally. Aimed at correcting misconceptions in the past about what jobs linguists can do, whether everyone speaks English anyway, the usefulness of basic language skills and so on. These misconceptions are holding back individuals in their lives and their careers, and they are holding us back as a nation in the global economy and the expanding Europe. Languages Work was created to challenge these misconceptions and help those in contact with young people provide up to date, reliable information that will help them to make informed choices about languages and their futures. Excellent feedback from schools in particular which have used it and some impressive examples of its impact on take up of languages both in KS4 and in the Sixth form.

45. Making the case for languages To Heads and Governors To Parents and the local community To other staff To pupils

46. Business language champions RLN +Comenius role brokering education-business partnerships. Very successsful,now extended to other regions. Picture shows 2 of our BLCs: Met Office & FlyBe, with myself and colleague from RLN South West. RLN +Comenius role brokering education-business partnerships. Very successsful,now extended to other regions. Picture shows 2 of our BLCs: Met Office & FlyBe, with myself and colleague from RLN South West.

51. Growth in use

52. Language policy in Wales The policy document for MFL in Wales is Languages Count. MFL is compulsory in maintained schools from 11-14. There are no binding targets for KS4 take-up within schools. Welsh is compulsory, either as a first or second language,�in all maintained schools in Wales from age 5-16. At GCSE level provision can take the form of a full or half course, with both First and Second language exams being available. Post-16, MFL or Welsh form a�small �part of the compulsory core of the Welsh Baccalaureate Qualification, which is currently being piloted in a number of schools and colleges around Wales. The only formal requirement for MFL and Welsh from KS2-3 is teacher assessment at the end of KS3. League tables have also been abolished. All of the work for which I�m responsible, as is the case for all of us at CILT, is focused on supporting learners, end users and practitioners. LLAS Subject Centre, now part of the HE Academy. CILT confirmed as continuing as a partner. DfES � actions, including extension of Languages Work to include case studies of language professionals Argument for languages: in schools, it�s points. Post-16 it�s funding. In HE, it�s funding and e.g. press listings of which HEI best to study at. Shame V-Cs into addressing International � and languages explicitly as a part of that. International Strategy � bound up also with work with British Council re FLAs � etc. Unique role for CILT in HE is in acting as the �glue� that brings partners round a table, partners who might not otherwise get together � the �honest broker� role again. Also EVIDENCE again. The landscape is changing for languages in HE every bit as much as in the other phases of education. We have the capacity to analyse HESA enrolment and destinations data, and now UCAS data, to underpin arguments with DfES and HESA for languages as �strategically important subjects�. And as in earlier phases of education, �languages with� taking over from �languages pure�, so work now on Foundation Degrees, including FDs in languages, and Knowledge Transfer � it�s not all science! � e.g. ATC. New generation of HE tutors � prep for July 2006 2-day conf; opportunity to press for more collaborative action And our language pedagogy research programme, bringing research and classroom practice closer together for the benefit of teachers and learners. All of the work for which I�m responsible, as is the case for all of us at CILT, is focused on supporting learners, end users and practitioners. LLAS Subject Centre, now part of the HE Academy. CILT confirmed as continuing as a partner. DfES � actions, including extension of Languages Work to include case studies of language professionals Argument for languages: in schools, it�s points. Post-16 it�s funding. In HE, it�s funding and e.g. press listings of which HEI best to study at. Shame V-Cs into addressing International � and languages explicitly as a part of that. International Strategy � bound up also with work with British Council re FLAs � etc. Unique role for CILT in HE is in acting as the �glue� that brings partners round a table, partners who might not otherwise get together � the �honest broker� role again. Also EVIDENCE again. The landscape is changing for languages in HE every bit as much as in the other phases of education. We have the capacity to analyse HESA enrolment and destinations data, and now UCAS data, to underpin arguments with DfES and HESA for languages as �strategically important subjects�. And as in earlier phases of education, �languages with� taking over from �languages pure�, so work now on Foundation Degrees, including FDs in languages, and Knowledge Transfer � it�s not all science! � e.g. ATC. New generation of HE tutors � prep for July 2006 2-day conf; opportunity to press for more collaborative action And our language pedagogy research programme, bringing research and classroom practice closer together for the benefit of teachers and learners.

53. Language policy in Scotland Strategy for modern languages strongly influenced by the report �Citizens of a Multilingual World� (2000) The Scottish Executive response (September 2001) was generally favourable and included special funding for further languages innovation in schools. Partly as a result of this encouragement, numbers continuing to take a modern language to age 16 at school have generally remained high, though the numbers proceeding beyond that age to take a Higher and beyond remain only approximately half of what they were in 1976. Since 2001, some concerns have been raised concerning the extent to which a modern language will be taken by the majority of students to the end of S4 (age 16). This is because a greater degree of flexibility, as in England, is being encouraged within the school curriculum as a whole. This could well lead some headteachers to favour languages as an optional rather than compulsory subject from the end of S2 or even S1. All of the work for which I�m responsible, as is the case for all of us at CILT, is focused on supporting learners, end users and practitioners. LLAS Subject Centre, now part of the HE Academy. CILT confirmed as continuing as a partner. DfES � actions, including extension of Languages Work to include case studies of language professionals Argument for languages: in schools, it�s points. Post-16 it�s funding. In HE, it�s funding and e.g. press listings of which HEI best to study at. Shame V-Cs into addressing International � and languages explicitly as a part of that. International Strategy � bound up also with work with British Council re FLAs � etc. Unique role for CILT in HE is in acting as the �glue� that brings partners round a table, partners who might not otherwise get together � the �honest broker� role again. Also EVIDENCE again. The landscape is changing for languages in HE every bit as much as in the other phases of education. We have the capacity to analyse HESA enrolment and destinations data, and now UCAS data, to underpin arguments with DfES and HESA for languages as �strategically important subjects�. And as in earlier phases of education, �languages with� taking over from �languages pure�, so work now on Foundation Degrees, including FDs in languages, and Knowledge Transfer � it�s not all science! � e.g. ATC. New generation of HE tutors � prep for July 2006 2-day conf; opportunity to press for more collaborative action And our language pedagogy research programme, bringing research and classroom practice closer together for the benefit of teachers and learners. All of the work for which I�m responsible, as is the case for all of us at CILT, is focused on supporting learners, end users and practitioners. LLAS Subject Centre, now part of the HE Academy. CILT confirmed as continuing as a partner. DfES � actions, including extension of Languages Work to include case studies of language professionals Argument for languages: in schools, it�s points. Post-16 it�s funding. In HE, it�s funding and e.g. press listings of which HEI best to study at. Shame V-Cs into addressing International � and languages explicitly as a part of that. International Strategy � bound up also with work with British Council re FLAs � etc. Unique role for CILT in HE is in acting as the �glue� that brings partners round a table, partners who might not otherwise get together � the �honest broker� role again. Also EVIDENCE again. The landscape is changing for languages in HE every bit as much as in the other phases of education. We have the capacity to analyse HESA enrolment and destinations data, and now UCAS data, to underpin arguments with DfES and HESA for languages as �strategically important subjects�. And as in earlier phases of education, �languages with� taking over from �languages pure�, so work now on Foundation Degrees, including FDs in languages, and Knowledge Transfer � it�s not all science! � e.g. ATC. New generation of HE tutors � prep for July 2006 2-day conf; opportunity to press for more collaborative action And our language pedagogy research programme, bringing research and classroom practice closer together for the benefit of teachers and learners.

54. Language policy in Northern Ireland No Language strategy yet in Northern Ireland Ideas from Wales may be taken on board to provide for Irish Medium (Immersion ) education. There is no entitlement to primary languages, but a �recommendation� has been included in current curriculum review. � All pupils do a language at Key stage 3. Languages will be optional at KS4 Grammar schools are likely to retain a compulsory language for most or all pupils at KS4. Secondary schools are likely to drop the compulsory language at KS4, in some cases altogether. Schools must currently offer one of French, German, Spanish or Italian before they can offer Irish. There is a growing Irish medium (Immersion) sector. Numbers have remained fairly stable at GCSE. German is declining rapidly, Spanish increasing. French, Irish stable. All of the work for which I�m responsible, as is the case for all of us at CILT, is focused on supporting learners, end users and practitioners. LLAS Subject Centre, now part of the HE Academy. CILT confirmed as continuing as a partner. DfES � actions, including extension of Languages Work to include case studies of language professionals Argument for languages: in schools, it�s points. Post-16 it�s funding. In HE, it�s funding and e.g. press listings of which HEI best to study at. Shame V-Cs into addressing International � and languages explicitly as a part of that. International Strategy � bound up also with work with British Council re FLAs � etc. Unique role for CILT in HE is in acting as the �glue� that brings partners round a table, partners who might not otherwise get together � the �honest broker� role again. Also EVIDENCE again. The landscape is changing for languages in HE every bit as much as in the other phases of education. We have the capacity to analyse HESA enrolment and destinations data, and now UCAS data, to underpin arguments with DfES and HESA for languages as �strategically important subjects�. And as in earlier phases of education, �languages with� taking over from �languages pure�, so work now on Foundation Degrees, including FDs in languages, and Knowledge Transfer � it�s not all science! � e.g. ATC. New generation of HE tutors � prep for July 2006 2-day conf; opportunity to press for more collaborative action And our language pedagogy research programme, bringing research and classroom practice closer together for the benefit of teachers and learners. All of the work for which I�m responsible, as is the case for all of us at CILT, is focused on supporting learners, end users and practitioners. LLAS Subject Centre, now part of the HE Academy. CILT confirmed as continuing as a partner. DfES � actions, including extension of Languages Work to include case studies of language professionals Argument for languages: in schools, it�s points. Post-16 it�s funding. In HE, it�s funding and e.g. press listings of which HEI best to study at. Shame V-Cs into addressing International � and languages explicitly as a part of that. International Strategy � bound up also with work with British Council re FLAs � etc. Unique role for CILT in HE is in acting as the �glue� that brings partners round a table, partners who might not otherwise get together � the �honest broker� role again. Also EVIDENCE again. The landscape is changing for languages in HE every bit as much as in the other phases of education. We have the capacity to analyse HESA enrolment and destinations data, and now UCAS data, to underpin arguments with DfES and HESA for languages as �strategically important subjects�. And as in earlier phases of education, �languages with� taking over from �languages pure�, so work now on Foundation Degrees, including FDs in languages, and Knowledge Transfer � it�s not all science! � e.g. ATC. New generation of HE tutors � prep for July 2006 2-day conf; opportunity to press for more collaborative action And our language pedagogy research programme, bringing research and classroom practice closer together for the benefit of teachers and learners.

56. Barriers to Trade: Language & Culture These findings are broadly comparable across all parts of Britain: England and Wales (language: 46% and culture: 20%); Scotland (language: 50%; culture: 17% � although the sample is small) and Northern Ireland (language: 38% and culture: 24%). They also concur with the findings of the Metra Martech language study, where 44% of exporters viewed languages as at least a partial barrier to trade.

57. The British Chambers of Commerce analytical framework Opportunists, who just respond to approaches from foreign clients rather than initiate business developments, most often failing to adapt and localise their product to their market and communicating only in English. Developers, who tend to adapt their products and services more readily to foreign markets but remain reactive towards export development and communicate in English. Adaptors, who make an effort to adjust their products and services to their foreign markets, have sales literature in the customer�s languages and have penetrated a wide range of markets. Enablers, who are proactive in their exporting, consciously select markets and adapt their products, services and literature to meet the markets. They place a great deal of importance on staff within their business having foreign language skills.

58. Talking world class Making the case for languages We are in a new era � persuasion rather than compulsion. Over the last 2 years there have been some excellent initiatives to help make the case � to Heads, to Principals, Governors, funders, training providers, staff in other subject areas, including vocational areas, and of course the pupils themselves. Employers have become a key audience, because of their role in determining skills needs. We published this in July this year � making the Economic case for languages. Aimed at raising awareness of the impact on the economy of lack of language skills. Message is starting to get through. Business has been speaking up much more strongly recently about need for language skills Making the case for languages We are in a new era � persuasion rather than compulsion. Over the last 2 years there have been some excellent initiatives to help make the case � to Heads, to Principals, Governors, funders, training providers, staff in other subject areas, including vocational areas, and of course the pupils themselves. Employers have become a key audience, because of their role in determining skills needs. We published this in July this year � making the Economic case for languages. Aimed at raising awareness of the impact on the economy of lack of language skills. Message is starting to get through. Business has been speaking up much more strongly recently about need for language skills