Motivation


Motivation

'How can we rejuvenate languages learning in Britain?'

1 March 2019 (TES)

Get the basics of recruitment, retention and training right - then build a genuine love of learning languages, writes Geoff Barton.

This week’s dispiriting news about the decline in young people choosing to study French and German at GCSE is also a sad reflection of what is wrong with the government’s approach to education policy in general.

To recap: a BBC analysis shows that foreign language learning is at its lowest level in UK secondary schools since the turn of the millennium, with German and French falling most. And this analysis shows drops of between 30 and 50 per cent since 2013 in those taking GCSE language courses in the worst-affected areas in England.

My take on these stark findings is that when we examine why this is happening we encounter some familiar themes.

The first of these is teacher supply. The most recent initial teacher training census shows us that the government has failed to hit the target for recruiting trainee modern foreign languages teachers for the past five years in succession.

The second is lack of funding. In an education system which is struggling to make ends meet, the most vulnerable subjects are those with smaller classes – and inevitably this often means languages.

And the third is the idea that accountability measures are a magic wand. The government’s solution to the languages crisis is to make languages part of the EBacc and set a target for a 90 per cent uptake by 2025.

In reality, the percentage of pupils entering EBacc is stuck stubbornly at around 38 per cent. The latest DfE statistics tell us: “Of those pupils who entered four out of the five EBacc components, the majority (83.8 per cent) were missing the languages component in 2018.”

So, the crisis in modern foreign languages is a microcosm of the wider problems with education policy. Not enough money, not enough teachers, and an over-reliance on the blunt instrument of accountability.

Of course, a lot of people will say that the mistake with languages was made back in 2003 when the then Labour government decided they should no longer be compulsory after the age of 14. And there will be plenty of people out there who think the answer is to make them mandatory at key stage 4 once again.

But I don’t subscribe to that view. I think we need to move away from the mindset that making people do things is the answer to problems and instead take a more productive view about how we would really solve this crisis.

(Note - subscription required to read full article).

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How to bridge the gap in language teaching between primary and secondary

15 February 2019 (Innovate My School)

Helen Abbott is currently subject leader of languages in a Prep school in Surrey where she teaches French and Latin and has over twenty years’ experience of teaching French and German in both secondary and primary schools. She has also tutored children who are just starting out in languages and has been an examiner for AQA. She is passionate about creating innovative and exciting lessons that inspire young people with a life-long love of languages.

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Number of language GCSEs plummets as academics warn students are relying on Google Translate

24 August 2017 (The Telegraph)

The number of students taking modern foreign languages has plummeted because British children are have become reliant on English translations and tools like “Google Translate,” academics have warned.

Figures published on Thursday by the Joint Qualifications Council (JCQ) show that the number of entries for modern foreign languages has fallen by more than 7 per cent per cent overall, with the number of French exams falling by a tenth and German by 13.2 per cent.

Similar declines were recorded in last week's A-level results, whilst the number of British students taking languages has almost halved over the last two decades.

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“My language learning hurdles” competition

3 March 2017 (Open University)

Make a short video explaining what you consider your biggest hurdles to language learning and you could win up to £150 in Amazon UK gift vouchers.

We want to hear what you find most difficult about language learning, especially when you start learning a new language. We are looking for well thought-out answers with specific examples of your language learning experience, or maybe good one-liners that showcase some of the difficulties that you have faced in the following areas:
  1. Your motivation for learning a new language
  2. Managing your expectations when starting to learn a new language
  3. Coping with grammar and grammatical terminology
  4. Creating (and sticking to) a learning routine
  5. Practising speaking (as a beginner)
  6. Listening (as a beginner)
  7. Learning vocabulary (as a beginner)
  8. Reading (as a beginner)
  9. Writing (as a beginner)
  10. Finding, evaluating and selecting resources to support learning for beginners
  11. Immersing yourself in the language when not in an area where it is spoken
  12. Getting support from others (including online communities
  13. Keeping your motivation going in the medium to long term
Your video must cover only one of these areas, but you are welcome to submit a video for each of the topics that are relevant to you.

Your video must be no longer than 30 seconds and must be in English.

Visit the Open University website to find out more and how to submit your entry by 17 March 2017.

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The Junior Language Challenge 2017

17 February 2017 (Junior Language Challenge)

The Junior Language Challenge is the UK’s only language challenge for primary schools, inspiring a love of languages at a young age and encouraging children to become independent learners, while raising money for charity.

The JLC 2017 will open on 10 March, but registration starts now - visit the website sign-up pages to register a school or an individual. (Please note there is an entry charge per child with all proceeds going to the onebillion charity).

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Rescuing and reviving the curriculum is not enough to restore modern foreign languages to their rightful position

28 January 2017 (TES)

It's not enough to grandstand the fact that languages have been introduced at primary school and leave it at that, writes this veteran journalist.

I can remember my first German lesson at school only too clearly.

The first two phrases that I was taught were "Mutti bleibt zu hause" and "Vater geht zu arbeit". For the uninitiated, that means "mother stays at home" and "father goes to work". 

Apart from giving a rather forlorn view of the state of society in the early 1960's, it also shows how mind-bogglingly dreary were the German textbooks of the day.

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New Job Profile on SCILT's website

27 January 2017 (SCILT)

Inspire the future generation with relevant career advice on languages direct from the workplace via the Job Profiles on our website. These resources are designed for teachers to use in the classroom to enhance learning about the world of work and how language skills can play a part.

Our latest addition comes from modern languages teacher, Olivia Ingleby, who tells how language skills helped her discover new places, cultures and the varied opportunities that brought prior to becoming a languages teacher.

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German Educational Trainees Across Borders 2017-18

26 January 2017 (SCILT/German Consulate General)

Expressions of interest are now being taken from local authorities who would like to host a German student teacher for a 6 month placement during the 2017-18 school session.

German trainee teachers from Universities in Mainz, Leipzig, Koblenz and Saarland are available to work in Scottish schools for a six month placement from September/October 2017 to March/April 2018. Participating students are native German speakers, training to become secondary teachers of English. 

German Educational Trainees (GETs) support language teaching and intercultural understanding, bringing language alive for learners with a trained and motivated native speaker. 

For more information please see the attached 'GET_2017_Information Sheet'. 

Local authorities interested in hosting GETs should complete and return the Note of Interest form by Friday 10th February.

Related Files

New Job Profile on the SCILT website

13 January 2017 (SCILT)

Our Job Profiles provide relevant, labour-market focused career advice on languages, direct from the workplace.

Teachers, use them in your classroom to enhance learning about the world of work.

Read our new Job Profile from Dawn Hartley, Head of Creative Learning at Scottish Dance Theatre.

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How to save MFL? Paint a brighter global future…

6 January 2017 (TES)

As students flee modern foreign languages in droves, Alistair McConville says that we should stop talking about the earning potential of subjects and instead appeal to pupils’ youthful sense of social empathy – especially at a time of political upheaval around the world.

The full article can be accessed on TES online, 6 January 2017 (subscription required).

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Why Your Spanish Is Stagnating...And What To Do About It!

31 October 2016 (Huffington Post)

Do you remember your first few weeks learning Spanish?

It was lots of fun, right?

You’d learn some new words, a few useful expressions, and you’d be able to use them in simple conversations right away!

It was an amazing feeling... “At this rate, I’ll speak fluent Spanish in no time!”

Except it didn’t quite work out like that.

Somewhere along the line, your progress slowed...

Learning Spanish stopped being fun, and feelings of frustration started to creep in. You think: “Maybe I’m just not cut out to learn Spanish!”

Well, if you can relate to any of this, there’s something important I want you to know:

It’s completely normal!

Here’s why...

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How mentoring can improve modern languages uptake in schools

6 October 2016 (The Conversation)

For some time, there have been many stories told of the “crisis” in modern languages in secondary schools and universities. There is hard evidence to support this. Even though there have been upsurges in modern languages provision – following the introduction of the English Baccalaureate for example – pupil numbers continue to fall.

In Wales, where modern languages are still an optional choice at GCSE, research shows that the number of pupils studying a foreign language declined by 44% between 2002 and 2015. The number of pupils taking French in 2015 was less than half those who took it in 2002.

But why are pupils put off taking a language at GCSE level, and how can we improve attitudes to the subjects? As a bilingual country, it seems counter-intuitive that Welsh pupils cannot see the benefits of studying languages. However, research from an engagement project we have recently been running suggests a range of things are influencing pupils’ decisions not to study a language.

The mentoring project saw undergraduate modern language students from four Welsh universities trained to work with year eight and nine pupils (aged 13 and 14) in 28 schools. The students helped the pupils to practice their language, build confidence and knowledge, and teach them how modern languages can aid personal and professional development.

Our work was part of a push by the Welsh government, to arrest and reverse the decline in modern languages study by 2020.

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I fell in love with a Frenchman – but didn’t speak the language

2 October 2016 (The Guardian)

Author Lauren Collins explains how she and her French husband translated their feelings without resorting to Franglais.

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LanguageStrathclyde: A conversation about Language Learning

17 June 2016 (SCILT)

SCILT, Scotland's National Centre for Languages and the School of Education, University of Strathclyde hosted an afternoon of seminars led by language practitioners, students and academics on various strands of language learning including bilingualism, motivation and translanguaging.

SCILT has used Storify to summarise the discussions from the day. Visit our Storify page for a flavour of the event.

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The key to learning a new skill? Wanting it badly enough

30 April 2016 (The Guardian)

Hyperpolyglot, linguist and language ambassador, Matthew Youlden, shares his motivational tips for learning languages and more.

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Ojalá and Adiós: Reasons to learn languages

28 April 2016 (TES)

'Why bother?', they ask. 'Everyone speaks English anyway.' Or worse still: 'What's the point? I'm never going to go to France/Germany/Spain/Argentina.'

There isn't a language teacher in the land who hasn't been confronted with these truculent questions, usually at some critical transitional moment when whichever child it is has started taking too much notice of his or her parents (or possibly Jeremy Paxman). Younger children tend to be more open-minded and inclusive.

It's a gift actually: an open door to serious discussion. And the great thing is, there are so many compelling answers.

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Word Wizard 2016 - last chance to register!

26 November 2015 (SCILT/CISS)

Registrations for Word Wizard 2016 close on Monday 30th November, don't miss out on the chance to enter this motivating and challenging competition!

Open to S1-S3 pupils to compete in French, Gaelic, German, Mandarin or Spanish, Word Wizard provides learners with the opportunity to improve their vocabulary, pronunciation and memory skills in a competition format. 

In partnership with UCMLS this year we have semi-finals in Aberdeen, Dundee and Glasgow. Sign up now to receive the first set of word lists and start practising!

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How Learning 11 Languages Taught Me 11 Crucial Lessons

20 October 2015 (Babbel Magazine)

This article is a wake-up call for all those who dream of becoming multilingual: just do it! Luca Lampariello talks about where he finds the motivation for learning languages, and how he’s learned 11 so far.

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How to innovate the languages classroom

6 May 2015 (Innovate my School)

Aside from doing the Spanish rap from Community, how can teachers bring their MFL classrooms to life? Writer and linguist Brian Powers gives his opinion on how to get students into their languages lessons.

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YouTube video session with Greg Horton, CILT Cymru Languages Wales 2014 - Engaging Language Learners in Key Stage 3

8 January 2015 (CILT Cymru)

How do we ensure that as many pupils as possible opt to study GCSE languages? This session demonstrates tried-and-tested ways of engaging pupils across the ability range while at the same time achieving maximum linguistic progression.

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International Education Week: Language Linking, Global Thinking

18 November 2014 (Project Trust / SCILT)

Project Trust and SCILT have been developing ways for the two organisations to support each other's work, not least through the Language Linking, Global Thinking pilot programme. 

In this blogpost, read how volunteering overseas inspires young people to engage with language learning, and how in turn those young people can motivate pupils to learn languages in UK schools.

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Divine words: what role does language learning play in religious practice?

10 November 2014 (The Guardian)

“Silence is the language of God, all else is poor translation,” Sufi mystic Rumi once said.

Words are, however, a way for the worldly to connect with the divine through prayer and worship. For many, developing a greater understanding of a religion extends not only to studying the theological and philosophical points but to learning another language. We spoke to three people studying Arabic, Hebrew and classical Tibetan about the role languages play in their relationship with religion.

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Motivating the demotivated: SCILT job profiles

21 October 2014 (SCILT)

Show your pupils that languages are valuable in the world of work by visiting the 'Job Profiles' section of the SCILT website. People from a range of sectors - including sport, marketing, technology and many more - explain how language learning has influenced their professional lives.

NEW to the job profiles section:

  • Susan Young shows us her unusual office, and tells us how she turned her passion in life into her job.
  • Amy Baxter shares her story with us in a new video interview just added to her job profile.

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German Language Adventure at the Goethe-Institut Glasgow - register now!

19 August 2014 (Goethe-Institut)

The motivational game, suitable for P7 to S3 pupils, enables classes to discover German culture and language through a series of interactive challenges.  Teachers now have the opportunity to visit the Goethe-Institut with their class and tackle the German Language Adventure.

New bookings are now invited for dates from 20 September onwards.

Visit the Goethe-Institut website for more information and to see what previous participants have said about the project.

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Wanting it enough: why motivation is the key to language learning

26 June 2014 (The Guardian)

The reasons for learning a second language can be endless but the secret to success is rooted in the science of motivation.

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Why everyone should invest in language skills

06 November 2013 (QS)

Language learning is a key priority under a new EU study abroad funding program for education, training and youth organizations due to be launched in January 2014. The new scheme, called Erasmus+, follows a report from the European Commission on the importance of language skills in a market where businesses increasingly operate internationally.

Speaking at the London Language Show recently, the EU commissioner for Education, Culture, Multilingualism and Youth, Androulla Vassiliou, said: “Language learning is vital in Europe... foreign language competences are needed not only by the large multinationals, but increasingly also by SMEs [small and medium enterprises] with international marketing strategies, and by public services having to deal with increasingly multicultural and multilingual citizens.”

So, why should everyone (whether a student or not) be motivated to learn a foreign language, even if they don’t feel like they need one? Prepare to be persuaded…

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I'm learning German so I can go clubbing in Berlin

25 October 2013 (The Guardian)

It doesn't matter how trivial it is, find something that motivates you to learn a language.

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6 Ways to Motivate your Students in the Foreign Language Classroom

28 April 2013 (Lingua Garden)

What do you do in order to motivate your students to speak the target language in your classroom? At home?  As educators and loving caregivers, we understand that every child is unique; the way they acquire knowledge, their motivations, their struggles, and their strengths vary so much between each one. Motivating your students and encouraging them to participate in the foreign language is not an easy job. Although, it is not impossible.

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‘Motivate the demotivated’

26 April 2013 (SCILT)

Looking for ways to inspire and motivate your language students? Using film in the classroom is a great way to combine interdisciplinary learning and generate enthusiasm amongst your pupils for language learning.  These projects were filmed in three different Scottish schools involving pupils from P7 to S6 who worked together to create their own animated movies using skills they developed in Modern Languages, Art and ICT. Have a look at these video clips to see what can be achieved and hear feedback from some of the pupils who took part.

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Overseas study is good for business

13 January 2013 (The Independent)

Lack of opportunity, cash and ambition stops our students learning abroad.

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Call of Duty and World of Warcraft double as language class

20 November 2012 (The Toronto Star)

Mette-Ann Schepelern remembers when she first heard a curious sound coming from her son’s bedroom. Someone was speaking fluent English loudly, peppered with mysterious slang. To her surprise, it was her 9-year-old Danish son. Schepelern and her son Carl live in Copenhagen, where English lessons begin in the first grade. To become fluent, a child would need to practice several hours a day — which Carl did, but not in front of a textbook. Carl was playing World of Warcraft, a multiplayer online game with more than 10 million players and available in 11 languages, none of them Danish.

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Innovative secondary language projects

8 November 2012 (SecEd)

A total of 10 education projects from across England and Wales were awarded this year’s European Language Label, which recognises innovative and effective practice in language teaching and learning. The awards were presented at a ceremony at the European Commission’s UK office in London earlier this term and included seven secondary-based projects.  If you would like some ideas and inspiration, follow the link for more information on the winning projects.

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