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SCILT have created a PowerPoint with statistics and entitlement information which argue the case for languages in your school. The PowerPoint looks at learner entitlement within CfE; the Scottish Government commitment to language learning; as well as skills for learning, life and work. This will be a useful tool to assist with planning for the provision of languages in your establishment.
Scottish Government, Scottish Government (February 2016)
Scottish Government, Scottish Government (May 2012)
Key messages on languages
The Scottish Government’s policy, Language learning in Scotland: a 1+2 approach (Scottish Government, May 2012), is aimed at ensuring that every child has the opportunity to learn a modern language from P1 onwards. Additionally, each child should have the right to learn a second modern language from P5 onwards. The policy should be fully implemented across the country by 2020.
SCILT National Conference, (2011)
Speech for Dr Alasdair Allan, Minister for Learning and Skills, SCILT National Conference Wednesday 8th June 2011.
Key messages on languages:
Manifesto commitment to introduce a new norm for language learning in Scotland based on theEuropean 1 + 2 model – that is, to create the conditions in which every child will learn two languages in addition to their own mother tongue.
Scottish Government, Scottish Government (2011)
Education Scotland, Education Scotland (2010)
Every child and young person is entitled to expect their education to provide them with a broad general education, including well planned experiences and outcomes across all the curriculum areas from early years through to S3 (page 4). This includes a language (page 5).
Education Scotland, Education Scotland (2009)
Key message on entitlement
There are no specific input requirements in terms of time allocations. The emphasis in modern languages is on ensuring that each learner achieves an acceptable level of proficiency in the language. This level of proficiency is linked to Basic User Level of the CEFR. The national expectation is that almost all young people study modern languages to the third level as part of their general education for our young people. This may be achieved in different ways. (page 5)
CBI, CBI (July 2014)
Key messages on language skills:
Teresa Tinsley, British Academy (2013)
The British Academy commissioned a review of empirical data from England, Northern Ireland, Scotland and Wales seeking baseline data on the current demand and supply of language skills in the UK. Key findings from the report include:
Luísa Araujo et al, European Commission (2015)
To understand the relationship between language knowledge and employment status, data from the Adult Education Survey 2011 for 24 European Member States was used to examine whether skills in foreign languages increase the employment rates of 25-64 year-old adults:
European Commission, European Commission (2014)
European Commission, European Commission (2012)
European Commission, European Commission (September 2012)
European Council, European Council (2002)
In what became known as the 'Barcelona agreement' the Council called for further action' to improve the mastery of basic skills, in particular by teaching at least two foreign languages from a very early age' and ‘establishment of a linguistic competence indicator in 2003'.
Skills Development Scotland, (2016)
OCR and Think Global, (July 2016)
CBI, CBI (July 2015)
British Council / SCDI, (June 2014)
Quotes from business on language skills:
James Foreman-Peck, Cardiff Business School (May 2014)
Key messages on language skills
British Academy, British Academy (February 2014)
Prospering Wisely aims to kick-start a national conversation about the place of humanities and social science research in our society. It argues that we need to think about the nature of 'prosperity' in much broader terms than its usual purely financial definition.
Mary Fischer, (June 2013)
In the context of recent surveys of business and employer attitudes to the economy’s need for language skills, this study aims to contribute to the debate by investigating the attitudes to foreign language skills in the Scottish Financial Sector. Interviews were conducted with representatives of recruitment agencies and with four managers in investment management companies headquartered in Scotland. The results show, paradoxically, that although language skills are considered essential in this sector, companies tend not to acknowledge this explicitly and do not recruit on this basis. The latent need for skilled linguists is largely met by recruiting foreign nationals who offer both language skills and a global mind-set. It is suggested that these practices will have longer term consequences for the competitiveness of British graduates in the global economy.
Keywords: language skills, financial sector, year abroad, language policies
British Council, British Council (2013)
The research shows that there is real business value in employing staff who have the ability to work effectively with individuals and organisations from cultural backgrounds different from their own. In particular, employers highlight the following as important intercultural skills:
Scottish Government, Scottish Government (2012)
The purpose of this report was to report findings to the Languages Working Group of the cost to Scotland of a monolingual workforce in order to support the delivery of an action plan for the Cabinet Secretary for Education and Lifelong Learning for the manifesto commitment ‘that all students develop 1+2 languages’.
SCILT have produced a selection of resources to reinforce to learners, parents, colleagues and senior management the benefits of learning a language, and enable schools to make the case for languages in their school and community. These resources include a leaflet providing information on the 1+2 approach to lanaguage learning, the entitlement to language learning for all learners and the impact of learning languages on literacy.
Our leaflets can be downloaded as PDF or ordered as hard copies to use at promotional events or parents' evenings. Visit SCILT's Parentzone for further ideas and support.
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At the University of Strathclyde, SCILT have a number of partnerships with key organisations in Scotland, UK and further afield.
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