Modern languages from school to university and beyond: the

current landscapeJocelyn Wyburd

Chair of UCML & Director of the Language Centre, University of Cambridge

2002

2004

2006

2008

2010

2012

2014

05000

10000150002000025000300003500040000

otherSpanishGermanFrench

+61%

+56%

-43%

-34%

Fr, Ge & Sp -18%

Supply chain : ML A levels [JCQ]

1998 2007 2013 20150

102030405060708090

100

FrenchGermanSpanishItalian

Numbers of universities offering single/joint honours languages:

2002-03

2005-06

2009-10

2010-11

2011-12

2012-13

2013-14

0

5000

10000

15000

20000

25000Russian/E Euro

Others non-Euro

Others European

Italian

Iberian

German/Scand

French

Asian

African/middle-eastern

-57%

UG ML entrants (England) [HEFCE]

2002-03

2005-06

2009-10

2010-11

2011-12

2012-13

2013-14

05000

1000015000200002500030000350004000045000

Post-1992Pre-1992

66% 66%

66%

68%

69%

75%

34%

34%

34%

32%

31%

25%

77%

23%

Total UG ML enrolments by institution type [HEFCE data]

Fewer ‘double’ linguists at A level, identifying themselves less as ‘linguists’?

(Mis)perceptions about what language study consists of?

Anxiety about having to do a 4th year? Anxiety about living abroad? Concerns about the value of language

degrees for employability? Loss of choice of programme due to

departmental closures?

Reasons fewer A level linguists are opting to study languages at university?

Severe / unreliable grading at A level A level reform: 3 subjects instead of 4 post

GCSE?⇛Future further decline in A level take-up? with further implications on languages degrees

Not to mention…..

All pupils entering Year 7 in 2015 to take GCSE in EBacc subjects (2020)

Should drive greater take-up at A level? New GCSEs (1st exams 2018) should prepare

better for A level? New A levels should be more motivational? New A levels an opportunity to get marking

schemes which do not have the same issues of unreliability?

N.B. DfE teacher shortage estimate: 4,000

But Ebacc policy and new qualifications

Institution-Wide Language Programmes Taken as ‘free choice’ options for credit or extra

curricular 2014 national survey: 64 HEI responses; total

enrolments: c. 55,000; c. 39% of these are ‘non UK’ students;

Numbers have doubled in a decade and are now double the number enrolled on language degrees

Wide number of languages (most HEIs: 6-11 different languages offered)

However – increasing take-up of language learning in HE!

25%

24%14%

8%

8%

7%5%

2%2% 5%

EnrolmentsSpanishFrenchGermanChineseJapaneseItalianArabicRussianPortugueseOther

IWLP language take-up 2014

Increase in demand 2014-15 compared to 2013-14

Higher Lower About the same

0

5

10

15

20

25

30

35

Overall

HEIs

German

Chinese

Arabic

Japanese

Spanish

0 5 10 15 20 25

Particular languages

HEIs

A result of campaigning/outreach for languages in general (including Routes)

Impact from dissemination of reports/statements by the British Academy, British Chambers of Commerce, CBI etc

Recent increased press coverage of need for language skills (e.g. BA/Guardian initiative)

University internationalisation strategies and language policies and promotion of the concept of the global graduate

Peer pressure: international students acquiring 3rd/4th/5th language putting pressure on home students to compete

IWLP success – why?

Polarisation of ‘(functional) language skills’ vs ‘language (-based) studies’

Increased awareness of availability – driving student choice to other subjects with a language on the side

Contribute to the closure of degree programmes – shift in university/senior management decisions about language provision to IWLP only

Risks associated with IWLP success

HE Shifts – reality/perceptions

small numbers of high level specialists

large numbers with low-level skills

single/joint honours degree in/with

languages (language-based study)

language departments language +

cultural/area studies compulsory year

abroad

combinations of X + language(s)

IWLP only (some language learning for credit/extra-curricular)

language centres language only/some

embedded culture? optional outward

mobility

“Employers don’t want a graduate who has spent 3 years reading medieval French literature” [Chair of the Board of a major global company, Nov 2014]

Or the direct opposite: “Employers think a Chinese studies degree is

only about learning the language, without any study of contemporary China” [UCML East Asian studies representative report to plenary 2014]

Perceptions to counter

Degrees in languages are incredibly varied and multidisciplinary:◦ Literature, film, contemporary/popular culture◦ Society, social sciences, economics, history, business,

international relations, politics◦ Linguistics, translation studies

… and develop wide and important skills◦ High level language skills (near native)◦ Intercultural competence and awareness◦ (Translation, interpreting and teaching skills)◦ International study / work experience◦ Personal maturity and resilience◦ Team-work, communication skills, the ability to process,

summarise and analyse text etc etc etc

Combatting these perceptions

Evidence from fMRI scans etc Increased grey matter Brain plasticity Cognitive processing skills in a number of

different contexts including creativity, problem solving etc

Not just of relevance to ‘bilinguals’ from childhood but constantly developing in all L2 learners/users (in contrast to monolinguals)

+ enhanced cognitive skills

Studying (whether via Erasmus or in non-European universities)

Language Assistantships Work experience (paid/unpaid – wide

variety) More than one type of experience More than one country Wide range of destinations globally Recommended site:

www.thirdyearabroad.com

Residence abroad experiences

Language degrees are…

Humanities/social science degrees…

… but with invaluable added extras!

High for graduate linguists nationally – wide variety of sectors, good transferable skills◦ Need to decide what career they want and sell their employability skills for that

primarily◦ Language and intercultural skills set them apart, but putting them centre stage

can be counter-productive (unless for specialist language careers like translating, interpreting, teaching)

Mixed messages from employers◦ Damage to economy of lack of language skills, particularly SMEs and export

opportunities◦ BCC has called for compulsory languages at least to GCSE, preferably through

14-19 education◦ High dissatisfaction from CBI members about graduate/school-leaver language

skills◦ Don’t always understand what graduates in and with languages are and can do◦ Don’t routinely specify language skills in person specifications◦ Rarely call for policy changes (can and do hire from abroad)

Employability

National languages policy conference/round table Oct 2015 (Cambridge) with multiple civil servants: formal statement to come

UCML writing to Ofqual re severe/unreliable grading National conference/round table Feb 2016 on

reconceptualising language degrees (BA) Regular comments in the press Forthcoming Routes into Languages publication on

employability (n.b. Routes finishes Jul 2016) Forthcoming Born Global report (BA) Numerous comments in press, public statements, blogs… New AHRC Open World Initiative research projects with

major goal of transforming understanding and public engagement

A few HE initiatives to influence policy

We need linguists – not just those with language skills on the side but those with specialist, high level competence and deep cultural knowledge

We need language teachers, translators and interpreters

Studying languages is inherently fascinating Language graduates are highly employable High functioning linguists have more powerful

brains HE linguists need to do more to demonstrate the

value of our disciplines; we also need support from school teachers and to support you

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