SCILT

1. A 1+2 approach to language learning:
the story so far.
Fhiona Fisher
Acting Director, SCILT and Confucius Institute for
Scotland’s Schools

2. Who thinks languages are important?
98% of Europeans
consider mastering other
languages as useful for
the future of their
children.
Euro Barometer “Europeans and their Languages”
June 2012

3. Lots of people recognise the benefits of language
learning
A. Educators
B. Employers
C. Scottish Government

4. A. Curriculum For Excellence
entitlements
Language entitlement for learners in Scotland:
“….we expect the majority of young people to achieve by the
end of S3 a level of performance in each language skill which
approximates to the level of performance associated with
SCQF level 4. The achievement of fourth level outcomes
represents a substantial and useful level of competence
closely linked to Basic User level on the Common European
Framework of Reference for Languages (CEFR). ”
Curriculum for Excellence, Modern Languages, principles and practice

5. B. Employers
Key points from the CBI UK education and skills survey 2011:
• 76% of employers are not satisfied with school/college
leavers foreign language employability skills. This is the
highest percentage of employer dissatisfaction in the
report compared to all other employability skills.
• 61% of employers perceive shortfalls in international
cultural awareness among school and college leavers
• Only a quarter (27%) of businesses say they have no need
for additional language skills

6. C. The government commitment
We will introduce a norm for language learning
in schools based on the European Union 1 + 2
model - that is we will create the conditions in
which every child will learn two languages in
addition to their own mother tongue. This will be
rolled out over two Parliaments, and will create a
new model for language acquisition in Scotland.
(Scottish Government manifesto commitment, 2011)

7. The key points
By 2020 children will…
• be learning an additional language from P1
– S3 (L2)
• Have the opportunity to explore a second
additional language from no later than P5
(L3)

8. Every child will learn two languages (L2
and L3) in addition to their own mother
tongue (L1).
Which languages?
How and in how much depth?

9. Which languages?
• There is no hierarchy of language.
• Any living language counts. This includes
Scots, British sign language, community
languages.
• However, the first additional language (L2)
must be able to be carried on into secondary
school and be available as a NQ thereafter.

10. How and in how much depth?
• High quality language learning experiences –
active and relevant
• Progression in all four skills - listening and
talking, reading and writing
• Aiming for second level for most by the end of
P7 for L2
• L3 offers language progression and goes beyond
basic word level – transition in same language,
although ideal, is not a requirement

11. L3 – what could it look like in primary
schools?
• Children are learning Spanish for a term before
going on a trip to Spain. They learn some facts
about Spanish culture, learn to give personal
information and talk about their likes and
dislikes. They use their knowledge of decoding
texts to work out some fairy stories in Spanish.

12. L3 – what could it look like in secondary
schools?
• A month-long interdisciplinary approach in Italian with
Home Economics. Pupils learned greetings,
introductions and words and phrases connected to
healthy eating and food. They read recipes in Italian
and then prepared the dishes in Home Economics.
They set up an Italian trattoria, designed menus in
Italian and ordered and served the food in the target
language

13. The pilot schools
• 10 pilot schools, each piloting a different approach
or aspect of the report’s recommendations
• 6 primary pilots and one transition, 3 secondary
pilots
• Evaluations of almost all have been done and are
published online
• New pilot has just begun at Cairns PS (French from
nursery) from 2014-15

14. Key messages from the primary schools
• Raised profile of languages
• Increasing motivation and confidence of staff
• Enthusiasm and confidence of children
• Embedding the language makes it easier to cover
• Positive impact of ‘visitors’ who bring the work
to life and support the teachers
• Learners are not confused by studying more
languages. They use and develop their literacy
and language learning skills together

15. Challenges and next steps
• On-going training and support for existing and new
colleagues
• Need for cluster planning with colleagues from both
sectors
• Assessment and reporting
• Differentiation of resources across all stages
• Coherent, progressive learning with progression in all
4 skill areas including reading and writing
• Creative ways of delivering L3

16. Key messages from the secondary
schools
• Engaging pedagogy wins hearts and minds
• Study ‘grown-up’ themes with older pupils
• Use relevant up-to-date materials and interesting
contexts
• Use native speakers where possible
• Inserts/master-classes/short courses can all deliver
• Link to employability skills

17. Challenges and next steps
• Transition – build on prior learning
• Staffing and training
• Creative timetabling
• Uptake in senior phase - PR with pupils,
parents and other staff
• Ensuring that language learning is for all

18. Skills for learning
• Learning an additional language has a positive influence on
literacy in the mother tongue (and other languages known).
• When learning an additional language children develop and
practise skills and strategies which transfer across languages. If
taught in an appropriate way, this will also improve their
vocabulary in the first language.
• Studying a language helps develop metalinguistic knowledge
(knowledge about language) and this enhances communication
skills more generally.
T Tinsley, T Comfort - Lessons from abroad:
International review of primary languages CfBT 2012

19. Skills for Life
• According to recent research done in Canada, being bilingual
boosts an area of the brain known as the “executive control
system” in the frontal lobe that governs memory, learning,
language and reasoning.
• “ Pick a destination, go there, be open-minded and talk to the
locals. Eat the things they eat and go where they go. You don’t
need to be fluent, just as long as you’ve got a smile on your face -
people will be jumping over themselves to show you the stuff
they’re proud of.”
Jamie Oliver, Jamie Does Marrakesh, Channel 4 2010

20. Skills for Work
The forecast for 2020
•12 million fewer low skilled jobs
•15.6 million more highly qualified jobs of which a HUGE
percentage will require more than one language
Cedefop: The Widening Gap, 2012

21. So what can parents do to help?
• Be open to language learning
• Listen and encourage – share the experience!
• Online materials from companies like Radio
Lingua
• Foreign Language films with subtitles
• Cultural Organisations

22. “English is NOT enough”
Together we must help Scotland’s youngsters realise
that “English is enough” is a dangerously misleading
myth.
Modern Languages Excellence Report

23. Points for reflection…
In the UK,
only 38% people
can hold a
conversation in an
other language
Only 6% of world
population are
native English
speakers. 75% don’t
speak English at all
Only 29% of
internet “traffic”
is in the English
language
Native English
language speakers
required:
chronic shortage of
Interpreters in EU
Language skills are
useful – even if you are
not completely fluent.

24. A final thought…
❝If you talk to a man in a language he
understands, that goes to his head. If you
talk to him in his own language, that goes
to his heart.❞
Nelson Mandela

25. Contact:
fhiona.fisher@strath.ac.uk
www.scilt.org.uk