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Press Release
03 December 2008

Changing times for languages as survey shows halt in secondary decline

The results of the 2008 Language Trends survey on languages at KS4 shows that languages in secondary schools are in a period of rapid change and development. The decline in participation in language learning has been halted, although there is as yet little sign of any overall increase in numbers.

However, the most striking result of this year’s survey is the evidence that maintained schools are adapting and introducing changes to bring a new enthusiasm to language teaching and to make a strong case for languages in the curriculum. The survey shows that a third of maintained schools have introduced new courses and teaching approaches and report improvements in attitudes and take up amongst pupils as a result.

One dramatic change is the growth in new qualifications in maintained schools, with 41% currently offering an accreditation other than GCSE for languages at KS3 or KS4, compared to 29% last year and 22% in 2006. Of these accreditations, Asset Languages is by far the most commonly used. Independent schools reported fewer changes to language courses, partly due to less pressure to increase take up of languages at KS4. However, the survey indicates that qualifications like the International Baccalaureate and the I-GCSE are provoking interest and involvement in this sector.

Diversification of languages taught is another striking feature of this year’s results, with Spanish, Italian and Mandarin continuing to rise in popularity. Spanish is set to overtake German as the second most commonly taught language after French, an occurrence which has already taken place in the independent sector. Other languages, such as Urdu, Russian and Mandarin also appear to be generating interest following changed QCA guidelines on which languages schools may offer.

The survey of 2,000 secondary schools in England, coordinated by CILT, the National Centre for Languages, showed that languages are now optional in 78% of maintained schools, compared to 77% in 2007, suggesting a leveling out in the decline seen in previous years. 45% of maintained schools are achieving the government’s minimum recommended benchmark of half of pupils studying languages in year 10 – the same proportion as in last year’s survey. As in previous years, the picture from independent schools is dramatically different, with 88% of schools in the independent sector offering compulsory language learning at KS4.

Overall performance of schools is also linked to take-up of languages, with only 10% of the lowest performing schools providing language learning for more than half of their pupils in KS4, compared to 77% of the highest performing schools. Regional differences also contribute, with London schools showing an improved take-up, while an increased proportion of schools in the South East, the North East and Yorkshire & The Humber are failing to engage at least 50% of pupils.

There have also been changes in languages provision at KS3. While some schools have benefited from opportunities for cross curricular work and immersion experiences in this age group, many have seen cuts being made, with 18% discontinuing provision in one or more languages. 10% of schools have shortened KS3 to two years. In some cases this has produced negative effects on languages take-up.

The Phase 1 Diplomas are also proving a difficult milestone for languages in some schools, with opportunities for languages within the new qualifications not being fully exploited. A small number of pioneering schools which offer the Phase 1 Diplomas are including some element of language teaching. The survey indicates that there is still much to be done to support the integration of language courses into the Diplomas so that teachers see them as an opportunity rather than a threat.

Kathryn Board, Chief Executive of CILT, the National Centre for Languages, said: ‘We are witnessing a period of rapid transformation in the way that languages are taught, accredited, and chosen as options by pupils. Our survey shows that many schools and teachers are making a huge effort to revitalise their language provision. I am optimistic that we can support all schools in making languages a ‘must have’ option for pupils.’

To read the report, visit www.cilt.org.uk/research/languagetrends/2008/secondary.htm