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Language Policy in Scotland

Language Policy in Scotland. Sarah Breslin Director Scotland’s National Centre for Languages/ Confucius Institute for Scotland’s Schools 5th July, 2012 “Language Futures”. Presentation Overview. Key policy developments Modern languages in secondary schools – the current state of play

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Language Policy in Scotland

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  1. Language Policy in Scotland Sarah Breslin Director Scotland’s National Centre for Languages/ Confucius Institute for Scotland’s Schools 5th July, 2012 “Language Futures”

  2. Presentation 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

  3. Key Policies – an overview • 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)

  4. Scottish Baccalaureate in Languages Issues of sustainability and recognition from HE

  5. Mandarin Clear challenges for SCILT/CISS if this is to grow

  6. Opportunities 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 • CfElevels (pre qualifications) – aligned to CEFR; clearer progression • New/erqualifications – Languages for Work Purposes/The Scottish Baccalaureate in Languages/New Languages for Life and Work Awards/generic units • “confident, global citizens”

  7. Report of the Languages Working Group • 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

  8. Recommendations – building on the Excellence Report (1) • First class teachers and first class pedagogy (diversity of techniques, including CLIL/ resources, activities) are the key • The importance of transition: progression and continuity from primary to secondary and of liaison/joint CPD opportunities • 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 • The importance of learners hearing the target language – from the teacher and from native speakers – “regular planned exposure to L2 and L3 languages.”

  9. Recommendations – building on the Excellence Report (2) • The importance of developing both employability and citizenship through external partnerships at home and abroad • Greater and more meaningful use of ICT • Stronger links with FE and HE • Diversity of qualifications (courses, awards, units) on offer to learners

  10. Key Recommendations for Decision-Makers • Local Authorities and Schools should develop a 1+2 STRATEGY (organisation, curriculum, resources, range of languages, EAL provision as part of this etc) • Local Authorities should carry out an audit - how many staff are MLPS/GLPS trained? How many are delivering? • Local Authorities to work with British Council and SCILT regarding appointment of FLAs

  11. Radical recommendations – or are they? • The introduction of a second language from primary 1 • The introduction of a third language no later than primary 5 • ITE primary students – Higher in language on entry or on completion • PGDE (primary) compulsory module on ML • National recruitment strategy and campaign to encourage young people to become language teachers (primary and secondary) • The engagement of skilled and trained native speakers • Closer links between language departments in universities and schools

  12. Challenges or opportunities for teachers? • Support teachers to develop the range of languages in which they are qualified or trained to teach. • GTCS to promote improved professional standards in language teaching and encourage teachers to gain qualifications and accreditation in languages, e.g. through Professional Recognition

  13. A strategyto implement the policy • 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

  14. L1 + 2: Creating conditions for success • Understanding the local context/current state-of-play • NOTlooking 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….

  15. “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)

  16. Symbolic value of European reference • Does a reference to Europe matter? • Young Scots = global citizens? • Dangers of parochialism • How 1+2 has evolved

  17. Implementation of 1+2: a phased approach • 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) • Topdown and bottom-up; chance to trial, evaluate and recommend changes; engagement strategy

  18. Supporting practitioners whilst… Professional Development Research and Statistics Information Service/Resources Promoting Languages …informing and influencing policy

  19. SCILT – into the future • Build on researched-informed CPD to create Masters modules • Lead on 1+2 pilots; develop dedicated 1+2 website for each stage; evaluate pilots • Information: identify key reports (UK, EU and international) – extract and disseminate key messages to stakeholders, including politicians • Feed research findings and feedback from practitioners, HE and business into development of new qualifications • (critical) analysis of SQA statistics – highlighting worrying trends and celebrating success; encouraging wider pool of writers for peer-reviewed research journal, e.g. FLAs; national online surveys (primary and secondary)

  20. SCILT into the future Home |Contact Us |Research and Library |Search the site Leading on Languages Home S1 – S3 (BGE) Senior Phase Managers HE and Adult Language Learners Business Early years Primary Latest News Languages 3-18 ScottishLanguages Review Issue 24 now published/ Teacher? Language Learner? Scotland-China Association Primary Schools Competition Olympic resources from SCILT Confucius Institute More Business? Parent/Carer? ARE YOU A… Events Chinese New Year Celebrations Business Language Champions Linguistics Olympiad 1+2: here’s how to! A competition for students of AH French More Contact us: Tel: 0141 950 3369; Fax: 0141 950 3181 scilt@strath.ac.uk www.strath.ac.uk/scilt 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.

  21. Aims of the Confucius Institute for Scotland’s Schools (CISS) SCILT: an ideal home for CISS • 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)

  22. SCILT : a diverse partnership model sharing disseminatingcollaborating

  23. Schools and HE: working together let’s work together across the sectors to safeguard languages • 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

  24. Diverse sectors with different needs? Yes, but.. Interdependencies make holistic approach ESSENTIAL

  25. Concluding Remarks Language Futures – what do they hold for Scotland? Whywe need to grasp the opportunity Healthy scepticism/realistic optimism

  26. Let’s share …! 謝謝

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