Abstract
Whether the study of languages should be a core element of a balanced and broadly based curriculum for all pupils in England’s 11–16 state-funded secondary schools is also part of a wider debate concerning how to harness England’s rich linguistic and cultural diversity and improve the quality and range of language skills of the country. While learning a second language throughout compulsory schooling is increasingly the norm across the world, fewer than 50% of 14–16 year olds in state-funded schools in England gained a modern language qualification (General Certification of Secondary Education or GCSE) in 2015. From 2015, recent government education policy has required the majority of pupils commencing secondary school to study a language to GCSE level, suggesting that schools who do not comply will be unable to gain the top inspection grade. This paper reviews the state of the debate examining divergent and contradictory perspectives within education policy and in the literature. It concludes by setting out six conditions for achieving this policy goal for enabling secondary schools to successfully implement a coherent and relevant languages curriculum for all young people, such that they can develop the linguistic and intercultural competencies needed to contribute to and thrive in increasingly diverse local and global communities.
Highlights
Everything has been said before, but since nobody listens we have to keep going back and beginning all over again (André Gide 1891:5).The Education Act of 2002 requires all English schools to provide a broad and balanced curriculum that prepares pupils for the opportunities, responsibilities and experiences of later life
While there has been an increase in participation at Key Stage 4 (KS4), fewer than 50% of young people in state-funded schools gained a language General Certification of Secondary Education (GCSE) in 2015
Reinstating language learning as part of the 14–16 curriculum for all of pupils is an important step towards moving England from monolingualism towards multilingualism
Summary
Everything has been said before, but since nobody listens we have to keep going back and beginning all over again (André Gide 1891:5). The Wolf Review (2011) suggests that vocational learning is suited to ‘those whose aptitudes and talents are practical’ and vocational qualifications, known as technical awards are described as qualifications ‘which equip students with applied knowledge and associated practical skills’ while academic GCSEs include Mathematics, English, Science, History, Geography and a Modern Language (DfE 2016b: 4) This notion of languages as an ‘academic’ activity was implicit in the removal of languages from the compulsory subjects to be studied at KS4 in 2002 (Sewell 2004), as explored later in the paper and is explicit within current educational policy (DfE 2010; Gibb 2015). Reduced access to a broad and balanced curriculum (DfE 2011b: 31) places pupils in English state secondary schools at a disadvantage compared to other young people globally who develop the linguistic skills, and intercultural competences needed in an increasingly diverse and interconnected world, characterised by ever increasing human mobility (UNESCO 2015). At a time when English state secondary schools find themselves in an increasingly results- driven policy context (Ball 2013; Bush 2013) it is important to understand the views of, and challenges faced by, school leaders charged with enacting language education policy and extending languages provision in their own local contexts
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