In the past decade or so there has been a well-documented decline in languageFootnote 1 take-up among secondary school pupils of Years 10 and 11 in England (14–16-year-olds, also referred to as Key Stage 4 in the national curriculum for England and Wales) and there have been fewer UK-domiciled undergraduates or postgraduates studying for a languages degree (a decrease of 5.7% and 2.3%, respectively in the academic year 2005–06 by comparison with 2002–03 (CILT 2009). However, having tracked trends in language learning for over a decade and in the light of our various research initiatives, at CILT, the National Centre for Languages, we believe that there are reasons for restrained optimism about the future of the UK's national capability in languages.
We will describe here a small selection of recent research carried out at CILT to highlight some of the emergent positive developments in language learning and use in the UK. We will first summarise the latest surveys and statistical analyses concerning language take-up at secondary schools in England, focusing on Key Stage 4 (KS4 hereafter). Secondly, we will describe our research concerning National Occupational Standards for Intercultural Working, and the new Qualifications Strategy for languages and intercultural skills.
Language take-up at KS4
In the context of the National Languages Strategy (DfES 2002) and its overlap in timing with the government's decision to remove modern foreign languages from the core curriculum at KS4 with effect from September 2004, CILT elected to develop a model for the regular exploration of aspects of secondary school languages provision, and to monitor post-14 languages take-up in particular. CILT began its research series Language Trends in 2003 (CILT 2003) and this formed the baseline for subsequent annual surveys (CILT 2004, 2005a, 2006a, 2007a, 2008a).
In autumn each year, a questionnaire is sent to Heads of Languages in a representative random sample of around 1500 maintained (i.e. state-funded) secondary schools in England, selected from the National Foundation for Educational Research database and stratified by region. Since the 2005 survey, about 500 independent (i.e. privately-funded) secondary schools in England have been included, bringing the total sample to 2000 each year. In 2004–08 the overall response rate was between 43% and 61%. A sample reliability analysis is conducted each year to compare the achieved and issued survey samples with the national population of all maintained schools. The comparison is made for key indicators and variables including school type, region, educational achievement and social background.
Key language trends at KS4 identified up to 2008 are reported in the sections following here, on language take-up, languages provided, and accreditation.
Language take-up
The majority of maintained schools in England offer the languages entitlement in KS4, which in essence means that the study of a language in those schools is optional after the age of 14. Following the removal of languages from the core curriculum, there was a rapid decline in language take-up at KS4. 64% of maintained schools responding to the 2004 survey indicated that they had made languages optional at KS4 and this percentage rose to 78% by 2008. By 2007, over half (56%) of all maintained secondary schools in England reported having fewer than 50% of their pupils studying a language in Years 10 and 11. However, figures in 2008 for Year 11 showed only a small further decline of 1% on 2007, and the numbers of Year 10 learners were stable. This would seem to indicate that the decline in the maintained sector is slowing.
By contrast, independent schools have successfully continued to recruit a majority of their KS4 students to study at least one foreign language. In 2005, only 25% of independent schools reported having made languages optional in KS4 and the percentage decreased to 18% in 2008. Of the independent schools responding to the survey that year, only 6% reported that fewer than half of their pupils were studying a language in Year 11, and at 86% of these schools, more than three-quarters of their pupils were studying a language in Year 10.
Languages provided
The main languages offered in secondary schools continue to be French, German and Spanish, but in maintained schools different trends in provision are seen across the three languages. Almost all of those responding to the survey reported providing French. The popularity of German declined markedly among maintained schools in the period 2004–08. Of those maintained schools responding to the survey, 73% were teaching German at KS4 in 2005. By 2007 this had fallen to 67%. By contrast, while in 2005 just over half (52%) of maintained schools were teaching Spanish at KS4, by 2008 the proportion had risen to three quarters.
A wider range of languages is now offered in maintained secondary schools, although a large part of the provision is outside curriculum time. Languages made available include Italian, Chinese (Mandarin), Japanese, Urdu, Russian and Arabic. By 2008, of the maintained schools responding to the survey, 18% were offering Italian at Key Stage 3 (KS3: 11–13-year-olds, years 7–9), at KS4, or outside curriculum time, compared with just 7% in 2005. Back in 2006, only 4% of these schools offered Mandarin at any level, whereas in 2008, 14% reported teaching the language. There is clear evidence of a steady increase in the range of languages offered in the maintained sector.
In general, a greater proportion of independent schools are more consistently providing a wider range of languages than the majority of maintained schools. By contrast with the evidence from maintained schools, the popularity of German among independent schools does not seem to be declining: 76% of independent schools offered German at KS4 in 2008, which is similar to the proportion in 2005 (75%). Spanish has gained in popularity, as in the maintained sector. In 2008, over a quarter (28%) of independent schools reported offering Mandarin (the majority of this being outside curriculum time), and approaching a third (30%) were offering Italian. Both Russian and Japanese were offered by one in five independent schools, often outside curriculum time.
Accreditation
Analysis of national examination statistics (CILT 2008a) indicates a decline in the proportion of pupils taking a language General Certificate of Secondary Education (GCSE hereafter) out of the total KS4 pupils in England, with the most dramatic decline taking place between 2004 and 2006 (from 68% down to 51%). However, there is evidence of a slowing in the decline by 2007, when 46% of KS4 pupils took a language GCSE, and there was only a small further decline in 2008, to 44%.
Set alongside this, CILT's Language Trends surveys have provided evidence for a growth in the range of qualifications, alternative to GCSE, being pursued by learners at secondary schools. The 2008 survey reported a substantial increase in the percentage of maintained schools that offering alternative accreditation for languages at KS3 or KS4 (41%of all maintained schools that responded as compared to 29% in 2007 and 22% in 2006). The most commonly reported alternative accreditation used was Asset Languages, which was offered by one in ten maintained schools at KS4. In addition, a further 34% of maintained schools reported that they were considering offering alternative accreditation. The most commonly cited alternatives were Asset Languages or the Foundation Certificate of Secondary Education (FCSE) developed by the Assessment and Qualifications Alliance (see AQA no date).
This development of alternative accreditation as shown in the Language Trends surveys is consistent with government policy and strategy in respect of languages. The National Languages Strategy for England (DfES 2002) called for the creation of a voluntary recognition system for languages, to complement existing national qualifications frameworks, and the government sponsored the development of a new qualifications scheme, called Asset Languages. This is becoming ever more widely adopted by secondary schools across England. The review of the National Languages Strategy (DfES 2007) recommended an even wider range of programmes and assessment options to motivate pupils to continue language learning beyond KS3.
National Occupational Standards for Intercultural Working
As the Standards-setting body for languages in the workplace, CILT conducts labour market research (CILT 2008b, c), including analyses of skills demand and supply via literature research, interviews, focus groups, and surveys with employers, training providers and qualifications providers. In the last two years we have noted more widespread recognition that languages and intercultural skills are essential across all forms of industrial and commercial activity. For example, in a recent survey of employers (CBI 2008), 75% indicated that they value conversational ability in a foreign language, and almost half of employers (48%) are currently recruiting certain members of staff specifically for their foreign language skills. Based on our research findings, we were also able to estimate that the likely size in future of the interpreting and translation workforce in England is of the order of 13,000 professionals. This information is being fed into the work of the National Networks for Interpreting and for Translation, which CILT coordinates, and which bring together the bodies representing professionals in our sector with training providers, principally institutions of higher education, and employers.
To address one strand of need highlighted through our labour market research, we have recently created a suite of National Occupational Standards for Intercultural Working (CLIT 2008d). These complement the existing National Occupational Standards (NOS hereafter) in Languages (CILT 2005b), Interpreting (CILT 2006b) and Translation (CILT 2007b). The recently-developed Qualifications Strategy (CILT 2009) relates directly to all of the suites.
The National Occupational Standards for Intercultural Working (NOS IW hereafter) were developed between 2006 and 2008 through a project led by CILT, and funded by the UK Commission for Employment & Skills.Footnote 2 The NOS IW offer descriptors for the main elements of intercultural working, and like other NOS, may be used to help create job descriptions and professional development plans, design relevant training programmes and identify good practice. They also form the basis for assessment, accreditation and vocational qualifications in the UK in intercultural working.
The initial phase of the development work focused on UK-wide awareness-raising and consultation with employers and key stakeholders. It also produced an extensive literature search on intercultural skills (Humphrey Reference Humphrey2007), which built in turn on an international search conducted as part of a previous CILT-led European research and development project, the Intercultural Competence Assessment project. Humphrey presented an overview of current approaches to the study of intercultural and cross-cultural communication, including the research paradigms and theoretical approaches which form the basis for tools and standards to assess intercultural communication competence. She also reviewed some of the main theories of intercultural communication competence and interpersonal communication competence and included a summary of the components of intercultural competence. In addition, Humphrey presented a range of assessment tools and standards taken from various sectors including intercultural communication studies, business psychology, education, and interpersonal communication skills. The literature search provided a sound theoretical and practical basis for the development of the NOS IW.
The second phase of the research saw development of the full suite of NOS. This followed wide consultation around the UK on a draft document. The new NOS IW comprise 7 units: ‘Developing skills to work effectively’, ‘Building working relationships with people from different countries or diverse cultures’, ‘Appointing people from different countries or diverse cultures’, ‘Managing a multicultural team’, ‘Managing delivery of a service to people from different countries or diverse cultures’, ‘Developing new markets with other countries or diverse cultures’ and, a relatively novel addition in NOS terms, a template unit which can be used by other sectors to develop a unit on intercultural skills relevant for their particular needs. Based on the previous theoretical studies and market research, each unit was developed to contain a comprehensive overview, examples of relevant performance outcomes, and the knowledge and understanding necessary to perform effectively as an intercultural worker. The NOS IW also take account of matters pertainng to communication and language, training and support, working relationships, equality laws and regulations, and so on.
As an integral part of the Qualifications Strategy for Languages, Intercultural Skills, Interpreting and Translation (CILT 2009), the new suite of NOS will be reviewed regularly. Through its programme of research, CILT will continue to ensure that all its four suites of NOS are fit for purpose in meeting the needs of employers and training providers, and will document and disseminate examples of good practice in use of the NOS.
Concluding remarks
During a period when all agencies in England are pulling together to stem the decline in language learning, and when the urgent need for greater intercultural understanding, in the UK workplace as elsewhere, is daily more apparent, it is encouraging to be able to report positive research results in both these areas. The steady monitoring of take-up for languages at KS4 in England is beginning to give us the evidence for a slowing in the trend away from language learning among young people, and for a keenness in many quarters to embrace a wider range of languages. The reception of the new National Occupational Standards for Intercultural Working has been universally positive, and we look forward in future to reporting on evidence of impact as a consequence of their use.
