Learning Lessons

The Research Publication of King Edward VI Grammar School, Chelmsford www.kegs.org.uk

Why England cant win the World Cup.

Why are European football teams so much from bottom (26th /27) in the Winning Teams more successful than league tables. If we look at England? Is there a what is happening in the other Germany specific football gene that EU states, though, we see that enables you to play more in 50% of countries more than skilfully, with breathtaking 80% of students study 2 foreign Italy panache, a football gene languages at A level while in our European neighbours 65% of countries 75% or more inherit that means they of A level students are studying England play exciting football? Are 2 foreign languages. they born b etter footballers, or is it just that Now lets consider the PISA they approach the whole football business differently? report 2012 and UK rankings here. In reading and mathematics students in the UK scored average but Thirteen years experience with the German Exchange at science scores placed the UK statistically significantly above KEGS has often prompted a similar question: what makes the the average. Just imagine, though, what would happen if the Germans think they are better linguists? Is there something UK standing in the OECD stats comparing language learning in the soil on mainland Europe that drives a desire to become were to be reflected in the PISA rankings: UK would be 2 nd proficient in English? Do European teenagers study harder from bottom globally (a position currently occupied by or have a much better strategic vision of their own working Azerbaijan) only marginally better than bottom of the table future and educational needs or is it that other countries Kyrgyzstan. There would be national outrage, the like of approach the whole language learning business differently? which we have never seen before. It would be a national emergency demanding serious measures. A study of the OECD statistics (Figure 1) comparing language learning in the EU makes dismal reading. Only So what is happening to improve UK language learning 5.5% of students in the UK studied 2 or more foreign statistics? The government is reconsidering the Primary languages at level 3 (A level) in 2010. That makes the UK 2nd Strategy. But how will an hour a week of a range of possible languages, frequently taught by non-specialists, in a Figure 1: language learning in EU member states. nationally adhoc and uncoordinated programme ever hope to have serious impact and effect lasting change? This is Students studying 2 foreign languages at merely tinkering with problem solving. Our attempt at A level Primary language learning is rather like a drop in the ocean when you compare 1 hour (at best) a week here for 10 year UK 5.5% olds with nearly 4 hours in Germany. Sadly our education system is denying students the same opportunities to 50% of EU Partners 80% compete and succeed globally afforded to the students in EU partner states. The government introduction of the E-Bac is 65% of EU Partners 75% a welcome recognition of the importance of language learning for all, but it is not enough. Students in UK schools deserve better. We need a national and fundamental rethink Source: Eurostat and UNESCO Institute for Statistics (UIS), OECD. of language learning not mere lip-service to change.

Volume 3 Issue 7
Author: J Breen Editor: J Breen

December 2012

It is not fair to compare the success of language teachers and language learners in the UK with our counterparts in Europe because its not a level playing field. Language teachers in the UK do a tremendous job, working against the odds to promote their subject and engage students, trying to give students the language, cognitive and communication skills they need to compete globally in the 21st century. They are trying to reach the same outcomes as our European partners in a fraction of the time. Its not fair. Something has to change. If you are Chelmsford City Football club with a stadium capacity of several thousand its lunacy to expect you can compete equally, either financially or in terms of winning, with the likes of Barcelona, Manchester City or Chelsea.

Figure 2: KEGS language learning structure at KS3

Yr 7
Yr 8
Yr 9

L1

L1

L1

L1

L1
L1

L1
L1

L1
L1 L2

L1

+
+

Latin
Latin

The KEGS story

This is where the KEGS story begins; a story where World Cup victory isnt a blip every half century, but a real, achievable and sustainable dream. For when KEGS became a Language College in 2008 we revolutionised the landscape of

French for 4 hours a week and half the year group learns German for 4 hours a week. This pattern continues in Yr 8, when students also pick up 1 hour of Latin a week. In Yr 9 students have 3 hours a week of Language 1 and 1.5 hours a week of Language 2. We believed that the only way to increase numbers at A level was to limit the breadth of language learning opportunities initially reduce the numbers of languages students learned - and go instead for depth and rapid progress and then offer a wider choice of languages (Figure 3). At KEGS this model was easy to achieve as we had previously had French and German on the curriculum from Yr 7. Schools that have prioritised their curriculum differently need to rethink. Solutions can be found. Whats needed is the will to change.

70% students study languages at AS level 33% of students are double or triple linguists at KS4
language learning. As a result, over the past 2 years typically 70% of students in each year group have gone on to study French or German at AS level. Languages has lost its elitism and we now have boys who have embraced the challenge of AS study with a B grade at GCSE. Previously at KEGS that was unheard of; languages wasnt seen as a subject all students would need in the future and was generally the preserve of those teenagers with an (unnatural?) fascination with all things subjunctive. Now the benefits of language learning rigorous application of academic skills, better communicative skills, greater cultural insight and hence heightened interpersonal awareness, code-breaking competency as well as reflective insight into mother tongue languageare open to far more students. We have recognised that language learning is important for a range of students, not just those aspiring to gain A or B grades at A2. In addition, our number of double linguists has also increased, to just under a 3 rd of the year group and our language provision options have also expanded to include Russian and Mandarin. There is an energy and dynamism about language learning that we didnt have before.

Figure 3: diversity and depth of language provision

L1
French or German

L2
French German Mandarin

KS4 Pathways
AS in L1 GCSE in L2 GCSE in Russian

What was the rationale behind this model?

One source of inspiration was the European model. The other came from years sitting through my sons violin lessons and noting the regular practice and real graft needed to become proficient. A bonus of this effort, however, was his ability to pick up other instruments and play very well with minimum effort. This made me think: if we want students to become accomplished musicians its probably not a good

How has this been achieved?

We have done this by introducing an intensive, immersion course in Yrs 7-9 (Figure 2). There used to be 4 hours of language learning on the curriculum (2 hours French + 2 hours German), but now half the year group learns

idea to start them off on 2 or 3 different instruments at once. Is it not far better to invest the time mastering one instrument before moving to others with a far greater degree of independence and autonomy? Really good musicians are always multi-instrumentalists. The same is true of languages. If we want more students to speak more languages then we need to introduce timetabling structures that enable them to become rapidly proficient in one language and transfer their skills at a later stage.

Figure 4: Year 1 Comparison

Results Yr 1
2011

2011
Yr 9 Yr 11 German German 57% 38% 34% 35.5% 9% 20% 4.5% 2% Yr 9 French 59% 25% 16% Yr 11 French 52% 36% 8% 4%

A*/A B C D E

Outcomes
So what happened and what have been the outcomes of this new curriculum structure? Anecdotally, responses from Yr 7 parents at the induction evening in September and information morning in November are overwhelmingly positive: I wish I had been taught like that at school; I can see why my son likes French/German so much; its a great opportunity for him to learn. Its not rocket science. Four hours a week gives students the time and space to actually practise speaking, gives them a feel-good factor about languages, allows them to prove to themselves and everyone else that they can speak and communicate, and transforms languages into something they perceive themselves to be good at. They feel like this, not because they are able boys, but because the curriculum structure allows them to become decent linguists. The pupils from our exchange schools arent startlingly good at English really. The difference is they are not scared to use it and have a go. This cannot be solely explained by the attraction of American culture. Rather, I believe, its because the curriculum system has given them enough time to practise speaking in lessons. We had a break through on our exchange programme last year. German teachers and parents alike were amazed at how confident KEGS students were at speaking German. One German teacher tried to speak to our students in English and was told Englisch ist verboten!. These students werent any brighter than students we had taken before, but they didnt suffer from the insecurities in language learning that had plagued students in previous years, students who didnt have enough time in school to practise and improve speaking. The immersion approach is so effective because to be a successful linguist you need short but regular exposure to language learning the kind of exposure generated by 4 single, one-hour lessons. experience of teaching intensively. In year 2 (Figure 5) of the new framework, however, we were able to learn from previous experience and improve outcomes for students even further, with a significant difference in attainment. We can Figure 5: Year 2 Comparison

Results Yr 2
2012 A*/A

2012
Yr 11 German 54% Yr 9 French 88% Yr 11 French 68%

Yr 9 German 72%

B
C

21%
7%

29%
12%

10%
2%

21%
10%

D
E

3%
2%

1%

see that the same kind of students learning under a different structure resulted in an 18% - 20% increase in A/A* grades. Thats significant. We do an audit of language skills at the beginning of Yr 7

At GCSE the same kind of students learning under a different structure resulted in an 18% - 20% increase in A/A* grades.
and ask students what do you hope to gain from your language learning experience. By far the largest response is to become fluent in French or German. This is not possible for most students on only 2 hours a week. Two hours a week of language learning is like having PE lessons that are never long enough to allow you to actually DO the sport. Lionel Messi can have all the innate talent in the world - but its no good unless he has time to practise. KEGS has pioneered a curriculum which has been shown to impact positively on learning outcomes. KEGS students are fortunate because they are learning differently. But we must ask: why as a nation do we insist on making it so much more difficult for our young

Results
Over the past 2 years we have been able to compare the performance of students learning through the immersion model 3 or 4 hours a week over three years with Yr 11 students who studied languages for 2 hours a week over 5 years. Even given their lack of maturity, the Yr 9 students still managed to out-perform Yr 11 students. In the first year (Figure 4) the difference, as expected, was not huge. Not only were we grappling with a completely new exam, we were feeling our way through a whole new

people? Students in other EU countries dont become proficient in one or even 2 languages with only 1.5 or 2 hours a week. Top performing countries dont have students with a better aptitude for learning languages they have a different learning structure and they dedicate far more time to language learning than the UK. If we want to improve national performance then curriculum structures have to change.

maintaining momentum with only 2 hours a week in Yr 10 is also a challenge. The AS course demands stamina and resilience on a massive scale, not least of all because students are balancing the needs of 12 or 13 subjects and not just another 3 AS subjects. But what we have to remember at all times is that the KEGS Language College plan was about democratising the study of languages and accessing a far wider range of ability learners (who will have a wider range of learning outcomes) to skills that will put them on an equal I am going to finish with optimistic words from the footing with EU counterparts when competing in a global Education Minister, Elizabeth Truss (figure 6). market. Innovation in education is discovering change that impacts positively on learning. In our new language learning Every four years we hear how England is going to make it to structure at KEGS we have boldly gone where others have yet to tread. As with any exploration of frontiers unknown there Figure 6: Education Minister, Elizabeth Truss will be further challenges along the way we will have to face and overcome. Yet whatever we encounter, we know that our We must give young people the journey calls into question the wisdom of persisting with a opportunities they need to compete in a model, just because it is tradition. For other schools with a different learner profile to KEGS early entry GCSE in Yr 9 will global jobs marketfluency in a foreign not be appropriate but the KS3 immersion model, such as that language will now be another asset our successfully implemented at KEGS, would help give students confidence and competence in language learning to school leavers and graduates will be able the achieve more highly at KS4 and beyondand surely thats a to boast. national aspiration? However, a word of caution. Success is not purely about contact time. Crucially its what you do with that time and thats where Zest for Learning Languages comes in; the fusion between structure, content and methodology. But more about Zest for Languages in the next on-line Learning Lessons (Volume 3, Issue 8).

the World Cup final this time. But, lets be brutally honest. England is never going to achieve this unless someone recognises that the structure and organisation of grassroots as well as league football, talent spotting systems and youth development change considerably. If, as the Education Minister claims, we are serious about giving our young people the skills they need in a competitive global jobs market then the structure and content of language learning has to change considerably too, because national statistics are a disgrace.

Two hours a week of language learning is like having PE lessons that are never long enough to allow you to actually DO the sport. Even Messi needs to practise.

And will England make the final in 2014? I think thats best left to the football pundits to debate.

Adapted excerpt from a keynote speech given by Jane Breen at the SSAT National Languages Conference 2012 (Aston University).

2014?
What will be the state of play in 2014? At KEGS we are still very much on a learning trajectory. The first cohort of AS students under the new learning structure does their exams in 2013. For them, as for any successful language learner, the graft doesn't get easier since language learning at any level demands regular and sustained effort and intense personal discipline to keep going and to organise time successfully. Following on from the success of the immersion model at KS3

References
European Commission (2008) Multilingualism: an asset for Europe and a shared commitment (COM(2008) 566 final). http://epp.eurostat.ec.europa.eu/statistics_explained/ index.php/Foreign_language_learning_statistics