To get Britain’s next generation fluently conversing in a second language we must adapt our methodology of language learning. In 2014 the government outlined a new initiative to achieve just that. Now it is down to Britain’s teachers to deliver this ambition.
What’s the big plan?
A reshaping of the modern foreign languages GCSE has resulted in a new set of expectations for students. It is hoped that the new course design will equip students with the ‘ability and ambition to communicate with native speakers in speech and writing’. By developing confidence in the student’s communication it is expected that the student will be able to express ideas spontaneously and fluently in their second language.
There isn’t much time.
The government’s ambitions have left teachers with little time to facilitate this transition. Within two years students will be sitting the new language exams. In these new assessments the student will be expected to take part in a spontaneous ten minute conversation.
While this new style of assessment will hopefully result in a higher level of fluency amongst students, it also means that the student will not have due time to prepare a pre-rehearsed monologue. The differences between the necessary skills involved to enable a student to hold a fluent and reciprocal conversation as oppose to memorising a speech are stark. These are skills that will need to be developed in the classroom in good time before the assessments. Specifically, in order to achieve this, the learning attitudes and methodology must be developed.