As part of the final phase of the Generation Global Erasmus+ project, SCILT undertook a small-scale national survey of learners, parents, carers and languages teachers looking at attitudes towards languages. This phase of the project ran in 2021.
Many interesting messages came through from this, demonstrating a wide range of views and attitudes towards language learning. The key points are summarised as follows:
Learners
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The majority of learners who responded said that they enjoy learning languages.
- All of the learners who took part (even those who said they did not enjoy languages!) thought that young people should learn a language at school.
- The young people who did not enjoy languages wanted them to feel more relevant and to learn more about the culture of other countries.
- Many of the young people said that curricular constraints (ie. the limited number of subjects they could take) were a major factor on whether they or their friends opted to study a language once they had the choice, together with the perception that it was difficult.
- All of the learners thought that languages would be important to them personally in the future.
“I think that having another language really helps in getting a job as well even in a sector which isn’t directly linked to languages as it is a very important and useful skill to have.”
“Learning languages can help with lots of other subjects. Knowing another language is a useful skill in any job.”
Parents/Carers
- The majority of parents/carers who responded (94%) thought that it was important for young people to learn languages at school.
- However, fewer than half of the parents/carers who took part had the impression that their children enjoyed learning languages. They felt that they did not always see the relevance of it for themselves and/or found it difficult.
- Many parents/carers suggested that showing young people examples of a range of careers which use languages would help to engage them.
- Curricular constraints were highlighted by a considerable number of parents/carers as a reason why their children did not opt to continue with learning languages once they had the choice.
- Of the parents/carers who responded, around 80% had some knowledge, even at a basic level, of another language. Some are still continuing to develop their own language skills and to learn new languages.
“Languages in a practical sense make it easier to succeed in future employment but also introduce them to different cultures, broaden horizons and break down barriers.”
“Children learning an additional language are more creative, better at solving complex problems and usually score higher on other tests. Once children know a second language, it is easier for them to understand further languages structures, which is why experts say that every new language learnt is easier than the one before.”
Languages Teachers
- The majority of teachers who responded (75%) saw uptake in languages in the Senior Phase as a current concern for them.
- Again, curricular constraints were highlighted as a significant factor in the number of learners who continue with languages post-BGE.
- Some teachers also picked up on learner and parental perception that languages are difficult.
- Teachers note that having a range of languages and curricular pathways on offer is motivating and engaging for learners.
- Most teachers who took part identified the need to use real-life contexts and examples from the world of work in languages classes.
“Languages, like no other subject, develop literacy and communication skills. They give pupils confidence.”
“We should always 'make space' for languages on the curriculum.”