Summary of the report submitted to the ESRC on factors affecting recruitment to courses in the less widely taught languages
The context is the national problem of recruitment to university language courses, and particularly to those languages not usually taught in school, the less widely taught (LWT) languages.
Objectives
The impetus for the research came from an unexpected outcome of the ATLAS project - the discovery that 40% of the school students surveyed expressed an interest in starting a new language at university. However less than 1% of HE students study LWT languages. The research aimed to gather information about factors which influence recruitment to university courses in the LWT languages and make suggestions as to ways of tackling the problem of low recruitment.
Methods
Data was collected by means of questionnaires, focus groups, interviews and from existing relevant research. Four groups were targeted; - school students from year 10 -12 in two state schools, one a Language College (LC) and one not; their language teachers; university LWT language students (of Dutch, Arabic and Scandinavian languages) and their teachers. As the research progressed it was found helpful to interview also sixth form students and undergraduates who were not studying languages.
Questions for pupils and students explored family and academic background, achievement in, and attitudes towards, language study and knowledge of career and progression options in all languages. For language teachers, they covered pedagogical method, perceptions of the reasons for the decline in recruitment to language courses, knowledge of progression routes and teaching conditions. For university LWT language teachers they also included criteria for recruitment, categorising students, and expectations of new recruits. A sixth form careers advisor was also interviewed.
Findings
Analysis of the data from the university LWT students and their teachers found there were two broad categories of HE students on courses in the LWT languages. They were idealists, influenced by affective factors, and pragmatists, motivated by the practical benefits of learning the target language, (TL).
The idealists may be divided into sub-categories: 1 “Traditional” students, i.e. 18-20 year olds, from state schools, continuing the study of a language, or another subject, begun in school, and adding a new language out of interest; 2 Students with family connections in the country of the target language: 3 Mature students returning to education out of an interest in the language and culture of a particular country: 4 Students from abroad wanting to extend their multilingualism.
The pragmatists may also be sub-divided: 1 “Traditional” students switching courses with the hope that the new course will be more suitable for them; 2 Students from abroad wanting to convert their knowledge of the TL into a degree; 3 Mature students studying for a postgraduate degree, with an academic interest in the TL.
In the departments interviewed there was little or no effective attempt made to recruit students.
The main factors affecting adversely affecting recruitment to LWT languages, were found to be
1 Negative experience of language learning (LL) at school,
2 Lack information about LWT courses and their progression possibilities.
3 Alternative career aspirations, or lack of them.
4 Whether the pupil has an idealistic or pragmatic attitude towards education.
5 The availability (or not) of courses.
The evidence from schools revealed that, predictably, pupils from the LC were more positive about language learning, referring to enjoyment, feelings of achievement, appreciation of teachers and teaching methods and parental support. With pupils in the non-language specialist secondary school, enjoyment and appreciation of teaching method had low scores. Some pupils in both sets expressed an interest in taking up a new language at university (66% in the LC and 25% in the non LC). Their reasons were not job-related but to do with excitement, interest, travel and meeting people. The most popular languages for starting “ab initio”, were Italian, Spanish, Chinese, Russian, Greek, Portuguese, Japanese, Urdu and Arabic.
There was a wide-spread lack of knowledge about career opportunities. Teaching and tourism were incorrectly regarded as the normal career progression for language graduates. Only a quarter mention school as a source of information for progression routes and career opportunities. For most, family and friends were the main source of information.
The most frequently cited reason for not continuing language study was dissatisfaction with the content and method of GCSE language courses. The research investigated the current so-called “communicative” model and found it was failing to satisfy the better pupils and failing to interest the average and less able students.
Other demotivating factors were the irrelevance, to their lives, of the languages offered (e.g. French and German), and compulsion to take one specific language
Recommendations
Early imaginative experiences are a strong motivator. The current policy of the government to introduce languages into primary schools should concentrate on this aspect of cultural and language tasters. The inspirational approach needs to be continued in the early years of the secondary school. Primary and secondary schools should encourage exploration of the world through open-ended projects.
By year 9, information about careers and study opportunities, including in LWT languages, should be made available to all pupils. The case for transferable skills should be stressed. There is a chance of influencing those pupils who are narrowing choices in the upper years of the secondary school. Given the power of their influence, parents need to be better informed and university language departments need to be energetic and realistic in their marketing efforts.
For most pupils in England, the choice of languages offered is very limited. Repeatedly, the pupils interviewed said they want wider choices. An imaginative solution will have to be found to provide them.
Finally, and most urgently, there is a need for a reappraisal of the content and method of teaching the current GCSE MFL syllabuses and the “communicative competence” theory underpinning them.
Terry King,
Research Fellow,
The Centre for the Advancement of Learning and Teaching,
UCL, 1-19 Torrington Place, London, WC1E 6BT
terry.king@ucl.ac.uk Phone 02076791939