The predominance of English and its importance both for our nation and as an international lingua franca are not in doubt. But building on existing language skills and expertise is of direct benefit to individuals, fosters greater social cohesion, improves skills available to employers, contributes to our national prosperity and makes us better prepared to contribute positively on the global stage.

Positively Plurilingual

Plurilingualism is a concept developed by the Council of Europe to refer to the totality of an individual's linguistic competences in and across different languages, which develops throughout life.

Our society is changing, and our need for good communication across cultures has never been greater. The UK has a major linguistic asset in its multicultural population which, if developed wisely and inclusively alongside English and other languages, has the potential to benefit society as a whole as well as improving the life chances of individual children. Quoting a rich collection of studies, CILT, the National Centre for Languages published a report highlighting the contribution of community languages to UK education and society, not only as a linguistic, education and intellectual (cognitive) resource, but also as a valuable cultural resource, with benefits for the individual, the family, the community, the economy and society generally. 

Click here to download the report (pdf, 2mb).

We are in the process of updating Positively Plurilingual and hope to bring a comprehensive and updated review of current studies and research on the benefits of bilingualism and pluriligualism. Please email us if you have research activities relating to the topic or if you wish to draw our attention to a piece of study.

Related links
Our Languages project
Community languages

VALEUR – Valuing All Languages in Europe (2004-2007)

Working in cooperation with the European Centre for Modern Languages (ECML), the overarching of this project is to raise awareness of the resource represented by the community languages spoken across Europe; and of the potential to capitalise on this resource in intellectual, cultural, economic, social, citizenship and rights contexts.

To achieve these aims, the project

• Mapped formal and informal provision in member states enabling children of school age to acquire enhanced language skills, most notably literacy skills, in the community languages of significance to them.
• Presented a snapshot of the outcomes for those who have had access to such provision.
• Identified some of the characteristics of good practice and areas where further support is needed.
• Present conclusions concerning good practice and possible further action, for community language teachers and service providers

Download from the ECML website:
Report
Flyer
For more information and materials of the project, click here.

Mandarin language learning

CILT conducted a survey from January to April 2007 with the aim of identifying current trends in Mandarin Chinese language learning in schools across England. A questionnaire sent out to a total of 773 schools split into three samples:

• 400 random secondary schools (315 maintained and 85 independent)
• 282 secondary schools believed to be either teaching Mandarin or have some links with China.
• 112 primary schools believed to be either teaching Mandarin or have some links with China.

The overall response rate was 48% (in each of the above categories, respectively 39%, 57%, 59%). A follow-up case study visits to 6 schools was then conducted based around qualitative teacher interviews. An email questionnaire was also sent out to Language Advisers on Mandarin teaching in their areas.

The study finds that 10-13% of all secondary schools in England provide some Mandarin teaching (7-8% of all maintained schools; between 25-33% of all independent schools). The majority of these have high educational achievement generally. Many of the maintained schools are Specialist Language Colleges. Nearly half of all schools teaching Mandarin have a partner school in China and conduct joint curriculum projects, e-mail contacts, teacher exchanges or pupil visits.

Download the report (pdf, 245 KB)

Symposium: Valuing Our Languages

On 22 January 2009 CILT held a symposium for key policymakers and stakeholders in the education sector and beyond. ‘Valuing Our Languages’ focused on the value of teaching and learning "community languages" in today's multi-lingual Britain. The symposium forms part of the successful DCSF-funded Our Languages project which brings together in partnership mainstream and supplementary/complementary schools.

The relationship between key government agendas – especially Every Child Matters, Inclusion, Raising the achievement of BME pupils and Community Cohesion - and the future landscape of languages policy was the central issue debated by guest speakers including Lid King, National Director for Languages, the Languages Company, Teresa Tinsley, Director of Communications at CILT, Charmian Kenner, Lecturer, Goldsmiths, University of London, Kelly Badwal, Director, National Resource Centre for Supplementary Education and Sarah Cartwright, Programme Manager of ‘Our Languages’.

Related links
Our Languages website
Community languages