Every now and then there are articles like this which provoke reactions, some of which can be helpful responses, but some of which can be unhelpful.
For what it's worth, here are a few reflections on this process.
1) Reporting
technique ….
Sadly, the reporter has chosen a ‘headline ‘ that blames teaching and
teachers.How much more useful it would have been if the headline chosen had been ‘schools are put off from offering language qualifications because …. top grades in languages are harder to obtain than in many other subjects".
2) Language / Assumptions
Be aware of
giving credence to implicit 'assumptions' in 'catch phrases' and false logic (commonly used by politicians ...)
By the phrasing ‘Language teachers should aim beyond
"functional phrasebook competence" and encourage self-expression in
pupils…’ there is an implied but false
inference which many people will draw that that is all that language teachers
are doing at the moment.
Just repeating the precise phrase like ‘functional
phrasebook competence’ - ’ Berlitz phrasebook approach’ … gives it credibility.
And therefore we
must positively be asserting the range and breadth of what happens on a regular
basis in schools .. the rich variety and imagination that is happening day in,
day out in our schools … and we must not even get into appearing to tackle the original
phrase because of the risk of giving it credibility. Politicians are very good at this kind of
‘false logic’ leading to their ‘quick solution’.
[Here’s another, this time ‘made-up’ example of a false
negative / derogatory assumption ‘Teachers should be more than people in school
from 9 to 3.30’ …. and so they should
swear an oath to extra-curricular activities’ … Discuss! (Actually, don’t discuss!!! It was just to
make the point!!!)]
Please let’s not fall into the trap of a knee-jerk reactions
e.g. to falling numbers / low grades…. Or the ‘we must do something ..
therefore this something is the solution’ ….
3) The importance
of assessment / grading
I'm pleased that the Headteacher talks about grading although she is wrong to use the word ‘perception’ of difficulty of-course, as we now know it is a reality, backed up by an Ofqual report.
We must address the
grading and assessment situation otherwise we are operating effectively with
‘one hand tied behind our back’ We need to have a level playing field with other
subjects
In itself, this will not solve all problems, but it is an essential first step. We know that there are many
factors which contribute to pupils’ achievement and desire to continue a
subject. But the nature of the
assessment and the way grade boundaries are set are key. I really hope that with the changes to
assessment and grade descriptors someone sensible will make the conditions
appropriate for pupils to experience success in a fair system.
4) The assumption
about teaching
I am concerned about some of the assumptions being made
about teaching and the nature of
language teaching in this article.
At the ALL Language World 2012 and 2013, it was heartening
to hear such positive comments about teaching from Elaine Taylor, who was then
the lead Ofsted inspector for languages.
This was based on the Ofsted report 'Modern languages: achievement and challenge 2007-2010'. See in particular Pages 28 – 31 which reports on Teaching and learning. [Read it all.. don’t dwell on the negative – note that 2/3 of
schools visited were good or outstanding, and 1/9 were outstanding … only 1/90 was unsatisfactory]. I went up to her afterwards and thanked her
for being so positive and encouraging, and I told her that too often I feel
teachers are over self-critical.
There is such a danger of us beating ourselves up about the
situation .. believing what the press reports.
Of-course there will sometimes be teachers who do not have such high
standards, just as in any subject area but official reports do
not highlight teacher competence as a particular problem for language teaching
5) Conclusion
Advice to myself! …. (but may help others!)
-
Don’t react to the headline – look at the whole article
- Avoid giving credence to politicians' phrases by repeating them - even if it is to disagree with them
- Accept that there are many factors which contribute to an issue
- Keep stressing the need for reform of assessment and grade boundaries as an essential ‘first step’
- Enlighten people about what actually happens in language lessons (where possible giving official evidence.. not only personal anecdote or gut-feeling)
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