by Katherine Lemieux
„Wer fremde Sprachen
nicht kennt, weiß nichts von seiner eigenen“
He who knows no foreign language, knows nothing
of his own
A 21st century manifesto for Modern Languages in
the United Kingdom
In
England gibt es eine Fremdsprachenkrise, weil immer weniger Studenten Fremdsprachen
studieren und leider wird es erwartet, dass dieser Trend in der Zukunft
fortfahren wird. Im Vergleich zu Deutschland, wo 64% der Bevölkerung Englisch
sprechen kann[1],
kann nur ungefähr 5% der britischen
Bevölkerung Deutsch sprechen[2] und das
macht mir Sorgen. Fremdsprachen sind sehr nützlich, besonders in dem globalen Arbeitsmarkt, und deshalb habe ich
mich entschieden herauszufinden, warum es ein Mangel an Fremdsprachenkenntnisse
in Großbritannien gibt, und wie man diese Situation verbessern kann. Es
ist sehr wichtig, dass wir zusammen arbeiten, um alle zu ermutigen, Fremdsprachen
zu lernen, weil es uns künftig helfen wird. Ich hoffe, dass eines Tages die Mehrheit der Briten
diesen Absatz verstehen wird. Das wäre fantastisch.
En
Angleterre il y a une crise de langues vivantes parce que le nombre d’étudiants
qui apprend les langues vivantes diminue et malheureusement on craint que cette
tendance ne continue à l’avenir. En
comparaison de la France, où au moins 39% de la population sait parler l’anglais,[3] seulement
15% des Britanniques ont
des connaissances de français[4] et cela m’inquiète. Les
langues vivantes sont très utiles, surtout sur
le marché du travail mondial et par conséquent j’ai décidé d’examiner cette crise. J’ai
pour but de découvrir la cause de ce manque de connaissance de
langues étrangères en
Grande-Bretagne et comment améliorer
cette situation. Il est important de travailler ensemble pour que tous soient
inspirés d’apprendre les langues vivantes, qui nous aideront à l’avenir.
J’espère qu’un jour la plupart des Britanniques comprendront ce paragraphe. Cela
serait fantastique.
If you find that you can read and
understand either of the two paragraphs above, the chance is that you
appreciate the value of learning a foreign language. In a world where the desire for linguists is
so great, the words of the German writer, Johann Wolfgang von Goethe, could not
be any more relevant or important. Britain is facing a foreign languages crisis
with only one quarter of British adults having the ability to hold a
conversation in a foreign language.[5] Personally,
I find the study of modern foreign languages fascinating as not only do you
gain the ability to communicate in a foreign language, but you also benefit
from wider knowledge, such as the cultural backdrop associated with that
specific language. I find it a great shame that so few people are choosing to
study languages and so I have therefore decided to take on the challenge of
highlighting in this project, using a wide variety of sources and my own
fieldwork via a survey, the severity of this languages crisis and perhaps even
more crucially the possible
solutions, which include offering language courses alongside degrees at
university, exploring creative teaching methods and making foreign languages
relevant to today’s world.
Without
a shadow of a doubt, the study of modern foreign languages in Britain is declining rapidly. Fewer and fewer pupils are
opting to study foreign languages and worryingly this trend is expected to
continue. According to Speak to the Future, a campaign for languages backed by
the British Council, GCSE entries for German have dropped by 43% over the past
10 years and French has also seen a 38% decline in its entries.[6]
The Joint Council for Qualifications reports a similar story for A Levels, with
a 65% drop in French entries between 1993 and 2015 and a drop of 67% for German
entries.[7] This
crisis has led to fears that certain languages may even become extinct from the
curriculum in British schools and colleges, which has most recently led to
promises from Nicky Morgan, Education Secretary, that the government will "guarantee
the future" of GCSEs and A-levels in minority languages such as Polish,
Gujarati, Bengali and Turkish.[8] However,
it still remains questionable whether these words will suffice.
In
stark contrast, entries for subjects referred to by schools minister, Nick
Gibb, as “core academic subjects” (which includes science and maths) have seen
a rise in entries in recent years, including an increase of 20% in entries for
maths since 2010.[9] Sadly
for humanities subjects, the current climate and funding arrangements have been
more favourable to these more ‘logical’ STEM subjects, in particular science
and maths, as it is widely believed that these areas of education are the most
important for the future. This stance was most notably seen in UKIP’s 2015
manifesto where they proposed
only “waiv[ing] tuition fees for
science, technology, engineering, mathematics and medicine at university”.[10]
In my opinion, this clearly shows
an unjust bias which would discourage people from taking humanities subjects
(including languages) to
university level. To highlight just how serious this problem is, there were
only 79,860 entrants for language degrees in comparison to 635,265 [46% of total entries] for science
based degrees in 2013-2014.[11] I fully appreciate the crucial
importance of both science and maths and their contribution to society and the
wider economy, but there is clear evidence that they are unfairly over-shadowing
subjects that deserve to be just as highly regarded, in particular modern foreign
languages.
Whilst willing to admit that learning a language is hard and
takes a lot of time and commitment, I fully agree with the British Council,
describing the numbers taking languages at A Level in 2015 as “disappointingly low”[12].
The consequence is that even fewer people are then continuing with a language
into higher education, in turn leading to some universities having to decrease
the size of their language departments, or sadly even close the faculty
altogether. According to the Guardian, the
number of universities offering degrees in modern foreign languages has already
plunged from 105 in 2000 to 62 at the start of this academic year, and as many
as 40% are likely to close within the next decade.[13]
There
are numerous explanations for this decline, which combined together, give a
clearer picture for the reasons behind this crisis. Steve Smith, a retired French teacher and
online blogger, highlights the concern that many people believe taking modern
foreign languages is a riskier pathway than that of other subjects as there are suggestions
that it is harder to obtain an A* at A Level than in other subjects.[14] Recent
statistics published by JCQ confirm this theory, as only 8.1% of French and
8.3% of German students achieved an A* at A Level in 2015 in contrast to 18% of
maths students.[15] This
has led to suggestions that language courses should be made more practical, with a greater focus on
skills of communication that can be put into use when abroad, instead of focusing
on the teaching the study of culture, literature and formal translation.
Another
problem mentioned in the Times Educational Supplement, a weekly UK publication aimed primarily
at school teachers in the UK, was the Labour government’s decision in 2004 to remove the
requirement for secondary schools to provide language learning for all up to the age of sixteen, resulting in “a
massive drop in take up of languages at GCSE” and an “exodus of language
teachers” from the profession.[16] For some people, the
challenge of learning a language is insurmountable, but there is a possibility
that by removing the compulsory study of a language, the importance of language
learning may have been down-graded in some people’s eyes. In an attempt to
increase overall public engagement, the Labour government did however create a
new set of qualifications to support the delivery of languages across a wide
range of contexts. This led to OCR creating ‘Asset Languages’ which according
to a journal article published by the British Council provided “materials
that [were] appropriate for the MFL context in the UK”, from primary education
to undergraduate study in “at least 26 languages”. [17] Unfortunately,
due to funding cuts, OCR was forced to serve notice on these qualifications in
2012 and since then no alternatives have been introduced. If anything the
situation has been made worse by the government refusing to acknowledge
vocational courses on league tables. This means that since January 2014 according to the Department
for Education[18] "only the highest
quality qualifications" have been included in the tables, which has
resulted in useful and practical language courses,
such as ‘Mandarin for business’
or ‘French for cabin crews’, no longer being offered.
The
ASCL head teachers’ union linked the decline in the popularity of some subjects,
like German, to budget pressures which make it difficult to sustain subjects
with smaller numbers of pupils.[19]
Funding reductions for education are unfortunately only expected to get worse,
with George Osborne announcing a further £9 million of cuts for the Department
of Education and the Department of Business, Innovation and Skills in the
2015-16 financial year.[20]
This will force schools and colleges to cut subjects that are not popular enough,
thus denying some students the opportunity to study their desired course. In the
city of Portsmouth, very few of the state-funded secondary schools offer German
as a GCSE language and no school allows the students to study two foreign
languages within the school day. This is directly due to budget cuts and,
rather unfairly, limits students’ choices regarding their languages education.
Intrigued
to discover first-hand the reasons behind these declining trends, I decided to
conduct my own independent survey to gain some insight into people’s opinions
regarding foreign languages.[21] I
surveyed 100 people anonymously across all age categories to find out their
views. It was pleasing to discover that 78% of those surveyed did value the
importance of languages, and interestingly those in the older age categories,
such as the 40-59 category, often commented more reflectively on how languages
“expand your knowledge of the world” and help you “to learn so much about other
cultures”. This was in contrast to the 17-24 category, where the response to
languages was much more mixed. There were some positive response such as “in a multi-cultural world
which is growing more and more interlinked it makes things easier and also
shows respect to the people of that country”, but also other more negative comments like “it’s not necessary” and the “majority of
people can speak English [so it] doesn't really put me at a disadvantage”. The
evidence therefore suggests that as one grows older, one becomes more aware of
the importance of learning a language and the benefits it brings, whereas young
adults appeared in general more focused on how the “reward for the level of difficulty
[and] work was not high enough” and how languages were “not useful towards
career goals”. It would seem that young adults are more focused on the
immediate future and securing employment, as opposed to the more rounded outlook
of the world seen in the older age categories.
One
of the most prominent themes I picked up on in my survey was the vital role
teachers play in encouraging pupils to study modern foreign languages, with
some negative comments being made such as “[my] teachers [did not] appear
enthusiast[ic] about the language”. Considering 52% of respondents believed one
of the best ways to learn a language is by attending classes, the quality of
teaching is undoubtedly important. Although I do not on any account believe the
responsibility for the current foreign languages crisis should be blamed on the
teachers, this raises the serious issue of the teaching quality of language
lessons in the UK, especially as 56% of those surveyed agreed languages were
difficult to learn.
Fewer
and fewer people are opting to become teachers, shown by a 14% decrease in
people enrolling on teacher training courses,[22]
which has, according to the NUT, led to a
“crisis in teacher recruitment [which]
means... more and more pupils are being taught by teachers who do not have a
relevant qualification in the subject.”[23]
With teaching vacancies having increased by one third during 2014-15[24],
this has impacted negatively on the quality of teaching and the delivery of effective
lessons. For example, Tanya Riordan, a Senior Lecturer at Portsmouth
University and the Course Leader for the Postgraduate Certificate in Education for
Modern Foreign Languages, commented in response to an email
enquiry that she is now having to look to the rest of Europe to fill places, and currently recruits from
France, Spain, Italy and Germany for language graduates who want to teach in
England[25].
Whilst this is a laudable initiative and helps to provide language teachers for
the future, it can cause additional problems of a cultural nature which
training institutions and schools will need to take into consideration.
One
of the flaws in recruiting a disproportionate number of foreign language
graduates from abroad is the cultural difference between education systems.
This has recently been demonstrated in the BBC documentary “Are Our Kids Tough
Enough?”, where five Chinese teachers took on the challenge of teaching fifty
British students at Bohunt School in Liphook using traditional Chinese methods
for an experimental period of four weeks. At first the Chinese teachers struggled to
control the class. Yang Jun, a science teacher from Xi’an, explained this was
because “in China [there is no] need [for] classroom management skills because
everyone is disciplined by nature, by families, by society.”[26] However, as time went on
the British children realised that there was no alternative to these strict,
lecture-based lessons, and once they began to accept the teaching methods they
were able to progress with their learning. In reality though, British students
may not be so accommodating to such a didactic style of teaching. Consequently
language graduates from abroad training as teachers in the UK may well struggle
to deliver lessons that are culturally familiar for the students. This is, of
course, not always the case and foreign language teachers from outside the UK
bring with them a whole wealth of cultural knowledge and experience, and should
be given the help and support they need to adjust to
these cultural differences.
The
impact of this decline is severe and in future years could result in Britain’s
role on the world stage declining. To highlight the extent of this problem, the
Foreign Office has had to create its own languages school, costing £1 million a
year, in order to train up the diplomatic service[27]
and, according to research by Professor James
Foreman-Peck for the Department of Business, Innovation and Skills, deficient
language skills are costing the UK economy around £48 billion a year.[28]
A survey carried out in 2014 by the CBI further emphasised the desire for
linguists; 65% of firms surveyed identifying a need for language skills, with
French, German and Spanish being rated as especially useful due to the EU being
the largest export market.[29]
Knowledge
of foreign languages is not only beneficial for Britain’s economy, but it also positions
one better in a global highly-competitive job market. There is often the
misconception that a degree in languages only leads to work as a translator or
interpreter, or in more traditional roles such as teaching, but in reality
language degrees can lead to almost any career, as shown in an article from the
Guardian about language graduates working for firms such as Barclays and working
overseas as international aid workers.[30] A
languages degree gives much flexibility concerning career paths, and language
graduates are highly attractive to future employers. Findings from a poll of 500 employers,
commissioned by the National Centre for Languages, found that “languages came second only to IT
in a list of desirable skills for job candidates”.[31] In addition, the fact
that “the mean salary of language graduates three years after finishing
university is ahead of that of graduates of engineering, maths, physics and
astronomy, and chemistry”, [32] gives
further incentive to undertake a languages degree. Furthermore, data obtained from the Cambridge University Careers Service
shows over 1700 employers contacted the university directly, specifically looking
for graduates with language skills, with 784 employers wanting graduates who
could speak German, and 717 employers seeking graduates with French.[33]
With
such aspiring and positive career prospects, it is important that solutions are
found to encourage students to continue studying languages, especially as learning
a language was ranked third on a list of the top 10 skills people would love to learn, when asked at
the Festival of Learning in 2015.[34] One solution is for
universities to offer language courses alongside other degrees, especially as
research carried out by the CBI found that 74% of employers
recruit applicants with conversational ability,
not those who are word perfect.[35] Southampton
University has already implemented this idea and now offers the ‘Southampton
Language Opportunity’ allowing
students to study a language free of charge alongside their degree programme.[36] This is an excellent
strategy which provides the chance to learn or continue a language in a more
relaxed setting with no exam pressures, while significantly boosting your
employability.
Primary education is the ideal time to
begin the study of a foreign language, for young children are curious and
adaptable. Government plans introduced in September 2014, making the learning
of a foreign language compulsory from the age of seven[37], are a promising start in
helping Britain’s population catch up with its European neighbours, where 54%
can converse in an additional language, in stark contrast to just 38% in the
UK.[38] However, this initiative
brings its challenges too. Dan Harding, headteacher of Stockton Heath Primary
School, voices the concerns of many head teachers, explaining that it will be a
huge challenge for many schools to recruit enough language specialists[39]. This highlights once
again the need to encourage language graduates in particular to consider a
career in teaching, so that high-quality lessons can be delivered at this
crucial stage in a child’s development. It is also worth noting that young
children in other European countries are exposed on a daily basis to English,
be it through music, films and TV shows. This subconscious immersion in a
foreign language, so absent in British life, plays a key role in training young
minds to understand English language and culture. It may be worth persuading
radio stations to broadcast foreign music, and also encouraging cinemas and TV
stations to add more foreign language films and TV programmes in their original
language to their repertoires.
One big problem that needs to be
overcome is the lack of confidence shown by British citizens when it comes to
speaking a foreign language abroad. A survey carried out by the British Council
showed that 40% of UK adults were embarrassed by their language skills, and
shockingly over one third “relied on the assumption that everyone would speak English in
the country they [were] visiting [on holiday]”.[40] Dr Amanda Barton,
Lecturer in Education at the University of Manchester, has suggested some
simple methods to boost students’ confidence and engagement in the classroom.
These include incorporating the register into the lesson by asking children to
answer specific and relevant questions in the target language when their name
is read aloud[41], and through games such
as ‘cops and robbers’ which requires pupils to communicate in the target
language in order to find the thieves.[42] By using creative ideas
to add a sense of fun, students enjoy participating in the lessons and are less
likely to be daunted by the prospect of speaking a foreign language. Social and
emotional barriers are also broken down and the students will be more focused
on achieving the goal of the game.
The late Barry Jones, an
innovative language teacher and educator and former President of the
Association for Language Learning, devoted much of his time to devising and
sharing more creative strategies to use in the languages classroom. His suggestions included garbology, where
pupils had to discover
characters and the story by looking through the contents of a dustbin[43], and he also pioneered the
idea of schools throughout Europe sending one another
shoeboxes of materials (tourist souvenirs, texts, photographs, recipes,
brochures, badges) that classes had collected and which they felt were somehow
representative of their home culture in order to gain an awareness of cultural
differences.[44] However, due to the pressures
of demonstrating pupil progress and of exam results, it is often challenging
for teachers to incorporate these more
creative ideas in their lessons,
as they feel they need to be focused on helping their students pass their
exams, rather than developing their wider horizons and cultural awareness. This
is a great pity if we want children to be inspired to learn languages and reach
out into the wider world. In the words of E.M Forster “spoon feeding in the
long run teaches us nothing but the shape of the spoon”.[45]
Another common complaint widely
heard about foreign language lessons is that the content is not relevant to
today’s world, as, for example, the ability to describe your daily routine is
not going to help you when checking in to a hotel abroad. It is therefore important that language lessons are adjusted to be relevant to everyday
life, although without mastering basic vocabulary and grammar taught at
secondary level it is difficult to progress with a language. One technique I
have personally enjoyed is reading and watching news stories in my target
languages, as it not only widens my vocabulary but also my awareness of the
world around me. This type of learning may not be to the taste of all students,
so I have one final strategy that may bring language learning alive for you. The
idea, created by Memrise, is an app, called CatAcademy, which shows photos of
cats (and dogs) in humorous poses and displays a corresponding phrase in
Spanish[46]. According to Ed Cooke, memory
expert and co-founder of Memrise, "we learn through interesting imagery [and]
you use your imagination in a powerful fashion”.[47] Italian,
French, Portuguese and German are planned to be added in the future and a total
of 1,000 phrases can be learned with the tool, resulting in 2,000-3,000 words
being added to your brain. This new and exciting development could change the way people
learn languages and help children and adults alike to memorize words and
phrases in a less traditional and more stimulating fashion.
Although nobody knows what the future
holds, the evidence is clear that in a world focused on international
relations, foreign languages are essential. In this report I have helped to highlight the severity of the modern foreign language
crisis in the UK and I could easily continue to quote data, statistics and
personal experiences, but really we need to start acting and change Britain’s
approach to foreign languages. We need to push ourselves more and gain
confidence in our language skills by embracing some of the creative approaches,
both old and new, that will inspire and engage us to learn foreign languages. Why are we choosing to stand still allowing
other countries to take the upper hand? Despite
our modern society and all its technology, we are rapidly falling behind other
countries when it comes to the knowledge of foreign languages and culture, and
so now is the time to prepare for our country’s future as a convincing
competitor in the global market. I am ready for this challenge, are you?
[1]
Wikipedia. 2015. List of countries by
English-speaking population. [ONLINE] Available at:https://en.wikipedia.org/wiki/List_of_countries_by_English-speaking_population#List_in_order_of_total_speakers. [Accessed 25 August 15].
[2]
The Telegraph. 2013. Three-quarters of adults
'cannot speak a foreign language'. [ONLINE] Available at:http://www.telegraph.co.uk/education/educationnews/10460432/Three-quarters-of-adults-cannot-speak-a-foreign-language.html. [Accessed
13 August 15].
[3]
French Together. 2014. French people never speak
English. Or do they?. [ONLINE] Available at:https://frenchtogether.com/french-speak-english/.
[Accessed 25 August 15].
[4]
The Telegraph. 2013. Three-quarters of adults
'cannot speak a foreign language'. [ONLINE] Available at:http://www.telegraph.co.uk/education/educationnews/10460432/Three-quarters-of-adults-cannot-speak-a-foreign-language.html. [Accessed
13 August 15].
[5] The Telegraph. 2013. Three-quarters
of adults 'cannot speak a foreign language'. [ONLINE] Available at:http://www.telegraph.co.uk/education/educationnews/10460432/Three-quarters-of-adults-cannot-speak-a-foreign-language.html. [Accessed
13 August 15].
[6] Speak to the Future. 2014. What
is happening to languages at GCSE?. [ONLINE] Available at:http://www.speaktothefuture.org/what-is-happening-to-languages-at-gcse/. [Accessed
13 August 15]
[7] Joint Council for General Qualifications .
2015. Student Performance Analysis . [ONLINE] Available at:http://www.bstubbs.co.uk/a-lev.htm. [Accessed
13 August 15].
[8]
BBC News. 2015. Morgan tells exam boards to
protect Polish A-levels. [ONLINE] Available at:http://www.bbc.co.uk/news/education-32412746. [Accessed 13 August 15].
[9] BBC News. 2015. A-levels:
Top grades down, but more university places. [ONLINE] Available at:http://www.bbc.co.uk/news/education-33886031. [Accessed
13 August 15].
[10]
UKIP. 2015. UKIP 2015 Election Manifesto launch,
read a clear summary of the full document. [ONLINE] Available at: http://www.ukip.org/ukip_manifesto_summary. [Accessed 14 August 15].
[11]
Higher Education Statistics Agency. 2015. Free
Online Statistics - Students & qualifiers (Table 4). [ONLINE]
Available at: https://www.hesa.ac.uk/stats.
[Accessed 14 August 15].
[12]
BBC News. 2015. A-levels: Top grades down, but
more university places. [ONLINE] Available at:http://www.bbc.co.uk/news/education-33886031. [Accessed
13 August 15].
[13]The
Guardian. 2013. Language teaching crisis as 40%
of university departments face closure . [ONLINE] Available at: http://www.theguardian.com/education/2013/aug/17/language-teaching-crisis-universities-closure. [Accessed 14 August 15].
[14]
Steve Smith. 2015. Where did all the A-level
linguists go?. [ONLINE] Available at:http://frenchteachernet.blogspot.co.uk/2015/05/where-did-all-a-level-linguists-go.html. [Accessed 14 August 15].
[15]
Joint Council for General Qualifications . 2015. Student
Performance Analysis . [ONLINE] Available at:http://www.bstubbs.co.uk/a-lev.htm. [Accessed
14 August 15].
[16]
TES. 2015. Exam board chief: 'Unless we
act soon, even GCSE French and German could face the chop'. [ONLINE] Available at: https://www.tes.co.uk/news/school-news/breaking-views/exam-board-chief-unless-we-act-soon-even-gcse-french-and-german?dm_i=14DE,3DPEK,HS35H3,C3BXB,1. [Accessed 14 August 15].
[17]
N Jones, K Ashton, AS-Y Chen, 2005. Rising to the challenge of asset
languages. Cambridge ESOL: Research Notes,
[Online]. 19, 2-4. Available at: http://www.cambridgeesol.org/rs_notes/rs_nts19.pdf[Accessed
14 August 2015].
[18]
BBC News. 2011. Many vocational courses axed
from league tables. [ONLINE] Available at:http://www.bbc.co.uk/news/education-14218920. [Accessed 14 August 15].
[19]
BBC News. 2015. A-levels: Top grades down, but
more university places. [ONLINE] Available at:http://www.bbc.co.uk/news/education-33886031. [Accessed
13 August 15].
[20]
TES. 2015. George Osborne announces fresh
cuts to education budgets. [ONLINE] Available at:https://www.tes.co.uk/news/school-news/breaking-news/george-osborne-announces-fresh-cuts-education-budgets. [Accessed 14 August 15].
[21]
See Appendix A
[22]
GOV.UK. 2014. Initial teacher training:
trainee number census - 2014 to 2015. [ONLINE] Available at:https://www.gov.uk/government/statistics/initial-teacher-training-trainee-number-census-2014-to-2015. [Accessed 15 August 15].
[23]
NUT. 2015. Teacher Recruitment and
Retention. [ONLINE] Available at:https://www.teachers.org.uk/edufacts/teacher-recruitment-and-retention. [Accessed 15 August 15].
[24]
GOV.UK. 2015. School workforce in England:
November 2014. [ONLINE] Available at:https://www.gov.uk/government/statistics/school-workforce-in-england-november-2014. [Accessed 15 August 15].
[25]
See Appendix B
[26]
The Telegraph. 2015. When Chinese-style education
system meets British teens. [ONLINE] Available at:http://www.telegraph.co.uk/sponsored/china-watch/culture/11801576/bbc-documentary-chinese-education-british-teens.html. [Accessed 15 August 15].
[27] The Guardian. 2013. Language
teaching crisis as 40% of university departments face closure. [ONLINE] Available at: http://www.theguardian.com/education/2013/aug/17/language-teaching-crisis-universities-closure. [Accessed 15 August 15].
[28]
The Guardian. 2013. Language skills deficit costs
the UK £48bn a year. [ONLINE] Available at:http://www.theguardian.com/education/2013/dec/10/language-skills-deficit-costs-uk-economy. [Accessed 15 August 15].
[29]
CBI. 2014. More firms demanding language
skills to break into new markets - CBI/Pearson survey. [ONLINE] Available at: http://www.cbi.org.uk/media-centre/press-releases/2014/06/more-firms-demanding-language-skills-to-break-into-new-markets-cbi-pearson-survey/. [Accessed 15 August 15].
[30]
The Guardian. 2013. Language graduates: what jobs
are they doing now?. [ONLINE] Available at:http://www.theguardian.com/education/2013/oct/16/language-graduates-jobs. [Accessed 15 August 15].
[31]
Personnel Today. 2010. Foreign language skills make
jobseekers more employable during recession. [ONLINE] Available at: http://www.personneltoday.com/hr/foreign-language-skills-make-jobseekers-more-employable-during-recession/. [Accessed 15 August 15].
[32]
Personnel Today. 2010. Foreign language skills make
jobseekers more employable during recession. [ONLINE] Available at: http://www.personneltoday.com/hr/foreign-language-skills-make-jobseekers-more-employable-during-recession/. [Accessed 15 August 15].
[33]
Data obtained from the Cambridge University Careers Service
[34]
ALL. 2015. UK is a nation of 'wannabe'
chefs, musicians and linguists. [ONLINE] Available at:http://www.all-languages.org.uk/news/news_list/uk_is_a_nation_of_wannabe_chefs_musicians_and_linguists. [Accessed 16 August 15].
[35]
The Guardian. 2012. Language skills: way to get a
job?. [ONLINE] Available at:http://www.theguardian.com/education/2012/jul/19/optional-language-modules-degree. [Accessed 16 August 15].
[36]
University of Southampton . 2015. Southampton Language
Opportunity. [ONLINE] Available at:http://www.southampton.ac.uk/ml/language_opportunity.page. [Accessed 16 August 15].
[37]
BBC News . 2014. Languages to be compulsory in
English primary schools. [ONLINE] Available at:http://www.bbc.co.uk/news/education-25634118. [Accessed 16 August 15].
[38]
The Guardian . 2014. Most Europeans can speak
multiple languages. UK and Ireland not so much. [ONLINE] Available at: http://www.theguardian.com/news/datablog/2014/sep/26/europeans-multiple-languages-uk-ireland. [Accessed 16 August 15].
[39]
BBC News . 2014. Languages to be compulsory in
English primary schools. [ONLINE] Available at:http://www.bbc.co.uk/news/education-25634118. [Accessed 16 August 15].
[40]
BBC NEWS. 2015. Britons 'nervous to speak
foreign language when abroad'. [ONLINE] Available at:http://www.bbc.co.uk/news/education-33787756. [Accessed 16 August 15].
[41]
Barton , A, 2006. Getting the Buggers into
Languages P.64. 2nd ed. London: Continuum International Publishing
Group
[42]
Barton , A, 2006. Getting the Buggers into
Languages P.62. 2nd ed. London: Continuum International Publishing
Group
[43]
ALL. 2015. The life and legacy of Barry
Jones. [ONLINE] Available at: http://www.all-languages.org.uk/news/news_list/the_life_and_legacy_of_barry_jones. [Accessed 16 August 15].
[44]
Simon M Gill. 2000. Review of Pathfinder 24:
"Exploring Otherness", by Barry Jones. [ONLINE] Available
at: http://simonmgill.tripod.com/JONES.html.
[Accessed 16 August 15].
[45] E.M Forster. 2014. E.
M. Forster quotes. [ONLINE] Available at:http://thinkexist.com/quotation/spoon_feeding_in_the_long_run_teaches_us_nothing/205475.html. [Accessed 16 August 15].
[46]
CatAcademy. 2013. CatAcademy .
[ONLINE] Available at: http://www.catacademy.com/.
[Accessed 16 August 15].
[47]
BBC News. 2013. Cute cats could be key to
learning new languages. [ONLINE] Available at:http://www.bbc.co.uk/news/technology-25103362. [Accessed 16 August 15].
Comments
Post a Comment
Comments with names are more likely to be published.