Essay: Modern Foreign Languages (Importance in School Curriculum) Analysis and Debate

Since the introduction of a National Curriculum (NC) in 1988, Modern Foreign Languages (MFL) has been a subject of debate, as to its importance on the school National Curriculum. There have been five versions of the National Curriculum (NC) Programmes of Study (PoS) for MFL firstly in 1991, secondly in 1995, then in 1999; ten years later in 2007, and most recently in 2014. As of 2014, Language learning is compulsory at key stage 2 in the UK. At Key Stage 4, however, languages became optional and the number of pupils studying French, Spanish and German have fallen significantly. “We always try to make the commercial case for languages, but history shows that doesn’t necessarily work for getting the pupils to want to study them,’ says McLelland. For all the advantages that being an English-speaking nation brings us, we can never rely on English alone. If we want to build the kind of trust with people from other countries that underpins any kind of relationship, we need to be talking to hearts, not heads. That is why being able to speak a foreign language is a vital skill for the future of our country and, most importantly, our children – and why they deserve to be held in the same regard as core subjects (science, technology, engineering and mathematics) in our curriculum.
Modern Foreign Languages Analysis
The move to make a foreign language compulsory at Key Stage 2 in England from September is undoubtedly a step in the right direction, but there are unresolved issues about resourcing, continuing professional development, continuity and progression from primary to secondary, as well as time for languages within the curriculum. However, the situation of MFL in schools in England is less than satisfactory (Lanvers and Coleman 2017; Tinsley and Board 2017).
It appears that the current government does recognise the importance of languages. The introduction of statutory language provision for primary school students as from September 2014 is testament to that, although the efficacy of this may have been 35 compromised by the absence of financial investment in the professional development of teachers to deliver KS2 language provision since the coalition came to power in 2010. Languages at KS4 remain optional. The current model for the curriculum (DFE 2013a) appears to suggest a return to traditional practice. There is a much greater emphasis on the teaching of grammar in English; the rote learning of British historical events in history, and the prescription of more traditional methods of working out in mathematics. Reference to languages is limited in comparison to other subjects and far less descriptive than previous PoS although there is more explicit reference to the teaching of grammar than in previous incarnations of the NC. Indeed, one of the two sections is entitled Grammar and Vocabulary in which it is stated that students should be encouraged to “identify and use tenses…use and manipulate a variety of key grammatical structures and patterns, including voices and moods, as appropriate…use accurate grammar, spelling and punctuation” (DFE 2013b, p.2; see Appendix 5). The practice of dictation and translation are also prescribed in curriculum documentation for the first time. Such practice was indicative of grammar-translation and was a feature of O level language examinations. This, when coupled with greater importance accorded to writing at GCSE implies a call to place greater emphasis on the teaching of grammar in MFL.
In the course of the various revisions to the National Curriculum, restrictions on the range of languages recognised were relaxed so that any MFL may now be taught, but French, German, Spanish still account for about 90% of pupils studying MFL. Although languages such as Chinese or Arabic were introduced into the curriculum, but there is a lack of people qualified to teach them. Indeed, the supply of newly qualified teachers in even the most traditionally popular languages such as French is dwindling, as a result of fewer and fewer young people studying them to degree level. So, we need to look at ways to encourage more native speakers in these and other languages to teach.
Learning a foreign language helps pupils “Our successful participation in the global economy requires competency not just in math, science, and literacy, but also proficiency in foreign languages and intercultural competency in order to communicate across borders with potential friends and form partnerships.” (Committee for Economic Development, 2006) Learning a foreign language is more than just a boost to your CV or handy for travelling. It will make you smarter, more decisive and even better at English says Anne Merritt. Furthermore, learning a second language improves the functionality of your brain by challenging it to recognise, negotiate meaning, and communicate in different language systems. This skill boosts your ability to negotiate meaning in other problem-solving tasks as well.
Nonetheless, despite great skills a pupil may acquire through the learning of a foreign language, but they do not connect and see beyond the language we have lost the battle. I believe that the use of authentic can help to grasp and retain learner’s engagement and curiosity thus making the language real to them (Lepage, 2011). Therefore, I would like to investigate if the aid of authentic materials can help boost pupils’ engagement.
Studying more than one language is quite essential for the modern populace because globalization is taking over the world in various subjects. A student who desires to all-round should be able to speak at least more than one or two languages that will enable him or her increase the number of people he or she can communicate with. Language and communication are Intertwined concepts. Persons who are equipped with knowledge of various languages may be able to connect to various people and create opportunities for themselves (Department of Education, 2015). Therefore, the development of MFL would be beneficial not only for the language learners but also for the economy. Businesses, education, and cultures are going global, which means that people of different backgrounds and languages get to mingle and unite in undertaking various tasks. As they mingle, they need to communicate and execute tasks that make the world a better place. Globalization can be ineffective if people cannot understand one another (Gilmore, 2007). Even though interpreters can be used in some cases, having learnt a particular language by oneself guarantees trust and improves the possibility of interaction.
Languages taught at Ks2 and Ks4 are both essential in building the academics of students and making them more conversant with contemporary world. People can find jobs by understanding relatively many languages (Department of Education, 2013). Notably, even understanding one language that is used widely in various parts of the world can create employment for some people; this explains the relevance of MFL in the current curriculum and even in future. Moreover, the learners should be aware of the importance of learning other languages such that they do not view it as part of curriculum or a condition of learning. Languages should not be like a routine for students but something that they understand better (Lepage, 2011). Learners should be able to foresee the benefits of knowing foreign languages so that they study them with passion and have defined objectives. Unlike other subjects that are Included in the curriculum, languages are a bit different because they have distinct purposes. Notably, people learn through particular languages. Authentic learning of languages is a process that should help learners understand various subjects (Department of Education, 2013). However, learning should take place using the language that learners understand the best. Moreover, it may not be advisable to teach learners using foreign languages.
Authenticity is another crucial subject of languages that is considered in the MFL curriculum. The texts, writing, and talks that are done for the sake of the completion of MFL curriculum should be real and have a defined puade and prepared for the pupils should be oriented towards making them understand foreign languages such that they can be able to understand words presented in that language and also convey a clear message thereafter (Department of Education, 2015). The main aim of language learners is to be able to know how and where to use it. Moreover, MFL curriculum is considerate of how students use the languages that they learn and the type of audience they use it with. The use of foreign language may not be common as the use of the local or national languages such as English for the British (Christie, 2013). Significantly, student who learn foreign languages may decide to use the in specific platforms or regions where they are required to use them.
Students who have learnt foreign languages are hardly comparable to ones that only focus on local languages. Notably, students who understand foreign languages are mainly viewed as relatively smarter in one way or another. Learning other people’s languages makes professionals quite competent in the market such that they can communicate easily with other people and get to understand them better (Department of Education, 2013). Getting used to a particular language is said to be strengthening the learning capacity of an individual. Moreover, understanding the needs and psychology of some people, mainly foreigners, may mean getting to know their language and how they view life. Language is a fundamental subject that most aspect of life such as psychology, culture, and norms are based. A deeper understanding of a people may necessitate learning their language. As the learners continue to understand foreign languages they get to understand the world and its people, which makes them to experience some exposure and get used to people of different parts of the world. In turn, this mitigates culture shock. Students should find it relatively easier to relate to people around the world rather than their own people only.
Significance of MFL Curriculum
Most students tend not to realize the significance of learning other languages at the time they are introduced to them and only come to note the importance later in life as they pursue their careers. Moreover, the skills learnt in the foreign languages help in improving the literacy level of students (Lepage, 2011). Students who are conversant with relatively many languages are considered as slightly more literate than the ones who are reserved to one or two languages only. The significance of the MFL language Is relatively wide because it Improves the academic and social life of the learners. Students who are able to present themselves in a manner to suggest that they are literate can get to relate to many people easily across the globe. Language is a key fundamental tool of connection and relationship development with the people of different cultures (Freeman & Holden, 1986). Some of the significances of MFL curriculum to the education system today include the need to improve communication effectiveness amongst learners and other people across the world as mentioned earlier, to Improve the literacy level of students, to make students comfortable interacting with other people for various purposes, and be able to study and understand, from a deeper perspective, literature and history of the people.
Historically, the main reason for learning foreign languages was to make students bled well with the rest of the world. However, there ought to be a potential reason for learning a particular language (Department of Education, 2015). For example, most language that the government and education authorities suggest for learning are the ones that are mainly for the neighbouring countries because the people from such countries were likely to come into the country for business and other purposes. Neighbouring countries were identified as the motivation to learning new languages. However, students may not be compelled to learn foreign languages of all neighbouring countries (Lepage, 2011). Only languages that proved to be important for the curriculum in one way or another were accepted and included in the curriculum. Moreover, students who come into the country are sometimes also forced to learn languages of the host country so that that they can relate to the people and feel more comfortable.
Additionally, the education authorities in conjunction with the governmental Institutions often see the need of including some foreign languages in the syllabus because they are widely used by people across the world. Some of the most used languages In most parts of the world Include English, French, Spanish, German, and Chinese. However, English is the first language for many people and the second language for people who use it to learn. Most book today are published in the English language (Department of Education, 2013). Therefore, students who learn foreign languages attempt to translate the words from English. English serves as the basis from which foreign language learners base their translation. In addition, it is important to note that learning foreign languages requires one to have mastery in translation from one language to another even though not all words or sentences can be translated word by word. Foreign language learners rely much on translation as the basis of learning a new language (Lepage, 2011). The more they continue to learn the new foreign language, the more they get to know the deeper words of it. Notably, it may not be easier to be perfect in mastering one language as the native speakers who were born while speaking the language.
The main aim of the learning institutions as well as the government that embraces MFL is to enable adequate understanding and build better lives for the students in the long run in the world. However, some second language learners become perfect to a level of outsmarting the native language speakers (Department of Education, 2013). Most learners focus on the grammar part of the language rather than merely passing information. The tests that students are given while pursuing MFL curriculum are meant to promote perfection in speaking or writing foreign languages. The tests are always standardised to provide quality education. Although students are taught and coached together at school, they grasp the concepts of the language differently. While some become smart in certain languages, other appear to forget fast.
Students have their own preferences of the languages they like regardless of the fact that certain curriculums may force them to learn specific foreign languages. French and Spanish are some of the foreign languages that feature in the curriculum (Department of Education, 2015). However, some students may not wish to pursue them as subject or learn them for the future. Many times students have raised concerns of having personal preferences such as willing to learn Italian language for reason well-known to them. Moreover, parents also have a say of the foreign languages that they would like their children to learn because they tend to know how it would be Important in their lives (Christie, 2013). The curriculum, in most cases, is only considerate of the surrounding environment and the future life of the students. Therefore, the languages they learn only connect to how well they will co-exist in the modern society with the people in business, cultural, and social environment. Students or parents who may wish to learn certain languages may need to register for their learning separately if they think that the language will be important in one way or another in present or future. The focus on the foreign languages, according to the education authorities, is to equip students with knowledge and necessary survival skills as opposed to serve their personal needs or the needs of their parents.
Language learning enable students have interest on other people apart from the locals alone. Student who grow up without learning foreign languages are more likely to develop a form of discrimination against other people. The education department, therefore, views MFL curriculum as a tool of unity that brings young as well as older people of the nation together (Freeman & Holden, 1986). Foreigners who realize that their language is taught in the country relate more to it especially if they can find people who can speak to the directly in their native language. The unity that language brings justifies the need to continue with the inclusion and development of the curriculum. The education department always considers exploring strategies that can bring people together from the earlier stage moving forward.
Not only does the development of the MFL syllabus make students to be able to work in the foreign countries as noted earlier but also makes students to work with people of different cultures and languages in own country. When students complete their education, they are bound to go to the outside world and work with people of different calibre (Gilmore, 2007). However, organizations comprise of people who are from different places. Such people may be speaking different or same languages. Workers who can be able to speak diverse languages may have added advantage in working in various departments. In turn, they become more flexible in the corporate world based on the skills they acquired. Learning a particular language may not be easy and may take time. People who get jobs when they are already equipped with particular foreign languages have easy time in applying them in the building of their career.
Teaching foreign languages to students is not all about accessing employment in various parts within or without the country; students can engage in many more activities that build their lives and require specific languages. For instance, people who desire to go and learn abroad or invest in other countries may need particular languages to enable the smooth running and operation of the same. Local languages restrict people to specific countries. For example, one may be discouraged to go and invest or learn in other countries if they are not comfortable speaking their language (Department of Education, 2013). The curriculum, therefore, prepares students to meet the challenges of the world and not to be restricted in doing things that may require the knowledge of certain languages. However, this applies to languages that are used widely or in most countries. Restriction of people to move to other countries can affect the economy by thwarting people to travel or invest in other nations even if they are capable. Capability of investment or travel of an individual to another country is not enough. People need to develop a good relationship with the people of another country that they intend to stay or invest in order to achieve the successes they eye.
MFL curriculum poses a challenge to students to dare learn and know more about the world and the people in it. Understanding life and all that it entails requires one to read widely and learn more. The MFL curriculum expands the entire syllabus of the pupils such that they can learn relevant ideologies and concepts through languages (Department of Education, 2015). Learning necessitates a challenge that will keep the students active in their learning process. Languages are quite wide and inspire students to continue learning even after school. Teacher are cannot be able to teach every detail about a particular language. However, students who are aggressive enough may take time and learn language through literature. Training learners to acquire the skills of speaking foreign languages is not to enable them speak it fluently only but to improve their level of their thinking and make them become smarter people mentally in life. Inclusion of MFL helps students think critically and access many ideas from the literature they read (Gilmore, 2007). Moreover, MFL enables them to increase the accessibility to information. For example, students who know two or more for languages can be able to access materials of different dialects from the library or the internet and read them. Through having a wide accessibility of materials, they find learning relatively easier. Inability to read or interpret certain information because of languages limits one from accessing them.
For some lessons teachers are always forced to teach translate everything to students especially if they cannot get a foreign language directly. Teaching them foreign languages improves the level of their understanding of certain concepts. The first element of understanding when studying is getting the language In which a particular content Is represented (Lepage, 2011). If one cannot get the language they may be forced to forget about going through some items in an attempt of understanding them. MFL curriculum In conjunction with the education department provides a platform where students can learn the basics of diverse languages including spelling, pronunciation, and meaning of various words. In the long run, they become relatively easier to teach and deal with. In addition, they find learning together with other people of different languages quite easier in groups of meetings. People are bound to meet people in various places for specific important purposes (Viney, 2003). The essence of any meeting or grouping is based on the understanding of one another giving a rational response. However, one may not be able to respond to a language that they hardly understand; this explains why pupils may need to focus on understanding foreign languages early enough.