Attitudes Towards Language Learning in UK Secondary Schools

SPEAKGLOBAL Raising awareness of global linguistic issue changing attitudes towards language learning in Secondary schools a research-based teaching pack Ursula Lanvers & Kristina Hultgren, Open University Free Routes into Languages Programme for language teachers: https://www.routesintolanguages.ac.uk/resources /library/speakglobal-resource

Aims Background sharp decline in language learning in the UK over the last two decades (e.g. British Academy 2013; Coleman 2009, Coleman et al. 2007, Lanvers 2011, Lanvers & Coleman 2013, The Nuffield Foundation 2000) Gap between language skills demand and supply plethora of initiatives to promote language learning, especially since 2004 Routes into Languages (https://www.routesintolanguages.ac.uk/ students perceptions of Global English can have profound effects on study motivation (Lanvers 2012) Most UK Secondary schools: no/very little choice re doing GCSE MFL or not. Only choice: which language(s) Needed: a different motivating approach, not replicating instrumental/vocational focus 2

Aims What can be done to interest students more in languages that is not already done? Initial aim to increase GCSE uptake at school level: systemic problems apply specialist linguistic knowledge to devise a teaching package (Year 8/9). develop a fun programme supported by Routes into Languages ad teacher input address awareness of multilingualism in UK awareness English in the world knowledge of other global languages and language trends awareness of cognitive benefits of multilingualism awareness of ease and spread of multilinguality (=having several languages) is very common and easy to achieve if you live in a multilingual community) = change students attitudes to language learning? 3

Instruments 2 lessons, 16 item questionnaire before and after 3 schools North East of UK and in Scotland 103 students In State Secondary schools (Year 9 and Year 8) Pre-post questionnaire Variety of motivations/beliefs tested Testing for pre/post differences, gender differences Qualitative feedback: written comments on questionnaires 4

Qualitative feedback Enjoyment I loved the lessons that we were taught we had an insight into psychology and language. They were really fun! Some of the information was very surprising. I enjoyed the 2 lessons because we got to learn something new and interesting especially finding out about bilingual babies. The vouchers came in handy. and: Thank you for coming but a little boring A bit boring 5

Qualitative feedback Learning Some if the things were very interesting- I learned more about what the brain does when you learn languages. I think it was very interesting to learn about how multilingual people would find it easier to learn new languages. It was a great experience and inspired me to do better at languages. We found out how languages can help us in different ways. 6

Qualitative feedback Languages in the world It was really interesting to see how the number of English speakers as first languages was going to do down. I have learned that English is not the most spoken language in the world and more people speak things like Chinese and Hindi/Urdu. Papua New Guinea has over 400 languages and Arabic is a main language in the world. 7

Qualitative feedback What is bilingual? I thought the bilingual and monolingual thing was confusing. It sounded like they were saying bilingual people are more clever than monolingual ones. It was quite patronising to be told bilingual people are better and more intelligent even though I will probably never be bilingual. I thought the bilingual thing was complicated. I learned a new word. I learned that I can call myself bilingual. 8

Qualitative feedback More interaction could have been more interaction I think you should interact more with students Good interactive lessons 9

Quantitative results: before/after questionnaire with 16 items 3 constructs relating to Valuing multilingualism (lesson 1)(5 items, Chronbach Alpha .799) Confidence about language learning and valuing cognitive benefits (lesson 2)(7 items, Chronbach Alpha .759) Image of language leaning/learners (3 items, Chronbach Alpha .605) Results: Valuing multilingualism: sig <.005 (before/after increase) Confidence/ cognitive benefits : sig <.005 (before/after increase) Image: increase (11.34>11.17) but not sig. No sig. gender differences but girls scored slightly higher in all questions 12 students with mother tongue not English: sig. at .<005 in Image of language learning Confidence/ cognitive benefits 10

What changed most? Single item results Self belief in being able to learn languages (well) (1 ***) Seeing benefit for brain and language learning as normal for humans (3***) Awareness of other global languages and shifts in these (1***) 12 children professed to first language other than English scored significantly above average in 7 questions (relating to: other global languages, self belief as learner, seeing language learning as normal) 11

What could the programme improve? Interactivity Discussion of terminology esp bilingualism What next? Programme has been further refined & uploaded to Routes into Languages https://www.routesintolanguages.ac.uk/resources/library/speakglobal-resource Downloaded by teachers 500+ Policy changes, changes at school level ..??? 12

Many Many many many thanks for having thanks for having me! me! U.lanvers@open.ac.uk Board, K., and Tinsley, T. (2014). Language Trends 2013/14. The State of language learning in Primary and Secondary Schools in England. http://www.britishcouncil.org/sites/britishcouncil.uk2/files/language-trends-survey-2014.pdf [accessed 10 February 2015] Lanvers, U. (2013). Language learning motivation, Global English and study modes: a comparative study. The Language Learning Journal, (ahead-of-print), 1-25. Lanvers, U. (2014). On the predicaments of the English L1 language learner: a conceptual article. International Journal of Applied Linguistics. Tinsley, T. (2013) Demand and supply of language skills in the UK. British Academy. [accessed 2 February 2015 from http://www.britac.ac.uk/policy/State_of_the_Nation_2013.cfm. Tinsley, T . and Y. Han (2012) Language learning in secondary schools in England. [Accessed 2 February 2015 from http://www.cfbt.com/evidenceforeducation/PDF/Language] 13