This House would make lessons in a foreign language compulsory for school pupils

A high number of students failing to succeed in languages is not a valid reason to make the subject optional. This mentality opens the gate to making English and math options, simply to eradicate the effort of improving pass rates. The British Broadcasting Corporation (BBC) reports that in the UK “A quarter of secondary pupils (aged 11 and over) fail to reach their potential in math(s) and a quarter are making insufficient progress in English”.[1] Still, optional English and math is unthinkable; these are core subjects- languages should also be considered as such. Those who want to transfer students energies from foreign languages to English are ignoring the possibility that learning a foreign language may actually be useful for learning the first language.[2] Students failing in core subjects must be helped to improve, not have the subject eradicated.

[1] BBC News, ‘Third of England pupils fail to reach maths potential’, 9 June 2011, http://www.bbc.co.uk/news/education-13710417

[2] Leons, Eve, Herbert, Christie and Gobbo, Ken.  2009. “Students with Learning Disabilities and AD/HD in the Foreign Language Classroom”  Foreign Language Annals 42(1):  42-54.

The overwhelming number of students who struggle with reading and writing in their own language cannot be expected to acquire a second, foreign one. The vast number of students failing to master basic arithmetic and competency in their mother language is to be addressed as a matter of urgency. This is a primary concern for schools, not second language learning.

Languages are extremely beneficial to the economy in two senses. Firstly, language skills improve a job candidate’s chances of selection, which keeps unemployment down. The National Centre for Languages (CILT) reports on its website that “36% of employers recruit people with languages”, “49% of employers are dissatisfied with school leavers’ language skills” and that “95% of London employers think that language skills are important for the London economy”.[1] Secondly, a high number of employees with language skills enhance companies’ abilities to engage in trade and to expand their business abroad, in turn enhancing exports.   

[1] CILT The National Centre for Languages, ‘Employers value language skills’, accessed 17 November 2011, http://www.cilt.org.uk/home/valuing_languages/employers_value_language_skill.aspx

Languages are not the only economically beneficial skills; sciences, law, humanities, creative studies are favourable. However, skills alone are not enough; people with hands-on experience in their field are needed to work a stable economy. It is immoral that a government makes its people take posts using languages that aid the country’s economy and not the individual’s job satisfaction. At the same time in terms of benefits to the economy of their home country those who have studied languages are more likely to work abroad constituting a brain drain.

The call for students to learn a foreign language not only stems from economic needs but also from the need of improved security and diplomacy, in particular a better understanding of cultures and languages in order to better understand threats to the state and improved foreign services are needed.[1] In many Anglophone countries even in the role of a diplomat there are worrying numbers who do not have the language skills they need, for example in Canada “only 16% of the 180 foreign service officers who were required to have advanced foreign languages skills for their positions, could speak the needed language.”[2] As a 2007 National Academy of sciences report warns us “the pervasive lack of knowledge of foreign languages and cultures threatens the security of the united states as well as its ability to compete in the global marketplace and produce an unformed citizenry”. [3] Since the increased security post 9/11 the government accountability office (GAO) have reported that there are a shortage of foreign language expertise within the government and for this reason may undermine national security.

Much of the population of mainland Europe go to great lengths to learn foreign languages, especially the dominant English. English speakers should reciprocate the efforts made by their foreign counterparts; Nicolas Sarkozy for example is aiming to make France into a bilingual nation.[4] Across Europe at least 20% of third-level students claim to be proficient in at least two foreign languages. However, in countries where English is a major language, this is not the case; in Ireland, for example the figure is only 5%.[5] In the United States the situation is similar only 31% of US elementary schools and 24% of public schools teach foreign languages.[6] Expecting foreign countries to communicate through dominant English is a lazy and arrogant attitude to language and should not be permitted. Therefore learning languages up to the age of sixteen should be compulsory.

[1] Kollipara, Puneet, ‘Government still trying to catch up on foreign language capabilities’, The Hill, 12 June 2010,  http://thehill.com/homenews/senate/102833-government-still-trying-to-catch-up-on-foreign-language-capabilities

[2] Raj, Althia, ‘Canadian diplomats don’t have necessary foreign language skills’, Toronto Sun, 3 September 2010, http://www.torontosun.com/news/canada/2010/09/02/15229446.html

[3] Mary Ellen O’Connell and Janet L. Norwood ed. ‘International Education and Foreign Languages: Keys to Securing America's Future’ National Academy of Sciences, 2007, http://www.nap.edu/catalog.php?record_id=11841

[4] Agence Bretagne Presse, ‘Nicolas Sarkozy veut faire de la France une nation bilingue’, 12 September 2007, http://www.agencebretagnepresse.com/fetch.php?id=7905&title=Nicolas%20Sarkozy%20veut%20faire%20de%20la%20France%20une%20nation%20bilingue

[5] Irish Independent, ‘Only 5 percent at third-level able to speak two foreign languages’, CareersPortal.ie, 16 June 2011, http://www.careersportal.ie/news/news.php?Heading=Only+5+percent+at+third-level+able+to+speak+two+foreign+languages&ID=16061102

[6] Washington Times, ‘Analysis: U.S. must strengthen foreign language education’, 26 December 2008 http://www.washingtontimes.com/news/2008/dec/26/us-must-strengthen-foreign-language-education/?page=all

Again, language is not the only skill that government officials are required to possess in order to ensure that a state is able to adequately protect its citizens and its borders from foreign threats. Those with knowledge and experience working in different states of different cultures can use this to enhance knowledge available to the government or officials. People of different backgrounds are also employed in order to gain insight and for this reason a varied skill set of experiences and knowledge can work together in securing a state.

The problems students face when learning languages are the fault of teaching methods, not language ability. Madeline Ehrman observes that the root of this problem is that the “student is “out of sync” with the methodology, the teacher.”  Therefore, the antidote is more modern learning styles; “there are some quick fixes that can be made when adaptations are needed”.[1] Languages should not be abandoned when students find them boring rather the curriculum and methods of teaching need to be changed to make the learning more interesting and more relevant. For example students struggle even with their own grammar so an emphasis on making themselves understood rather than correct grammar may be more useful.

[1] Ehrman, Madeline E., Understanding Second Language Difficulties, SAGE Publications, California, 1996. ISBN: 0-7619-0191-4.  P.126

It is still a mystery why, as Robert C. Gardner puts it “that some people can learn a second or foreign language so easily and so well and while others, given what seem to be the same opportunities to learn find it almost impossible?”[1] No audio-visual suite, no matter how high tech and expensive, will be able to raise the grades of students who find it impossible to hold the complexity of grammar rules in their heads.  

[1] Gardner, R.C., Lambert, W.E, Attitudes and Motivation in Second-Language Learning, Newbury House Publishers, Massachusetts, 1972, p. 131

To refuse to learn foreign languages is narrow-minded, ignorant and blinkered. Language is a means not only of asserting identity but, more importantly of “heritage culture maintenance”. To refuse to learn a foreign language is to disallow anyone’s culture apart from one’s own to be upheld. When this happens, “the dominant groups force ethnic groups into particular… niches”.[1] This is particularly likely to be a problem in multicultural societies or indeed any society that is not homogeneous. By refusing to learn foreign languages, one refuses to recognise that other cultures even exist.

For this reason learning a foreign language helps to tackle xenophobia. Negative stereotyping is sadly still prevalent in the modern world. “American students in Maine view persons speaking standard French as shorter, less leaderlike (sic), less thoughtful, less intelligent, less honest, less self-confident, less dependable, less generous, less kind, less ambitious, less stable and with less character than English Speakers”.[2] Such stereotypes lead to prejudices, xenophobia and, in extreme cases, hate crime. Learning foreign languages is a good way to combat such prejudices, because the students learn about the foreign culture for themselves, meet and converse with its people, and have a first-hand introduction to a foreign people. This will leave them more open minded towards other cultures so less likely to be xenophobic towards other cultures whose language they have not learnt. As Reynolds explains, “discounting stereotypes involves denying cultural differences”[3] such as the ability to communicate through the same language.

[1] Reynolds, Allan G., Bilingualism, Multiculturalism and Second Language Learning, Lawrence Newbury Publishers, New Jersey, 1990, p.10

[2] Gardner, R.C., Lambert, W.E, Attitudes and Motivation in Second-Language Learning, Newbury House Publishers, Massachusetts, 1972, p.99

[3] Reynolds, Allan G., Bilingualism, Multiculturalism and Second Language Learning, Lawrence Newbury Publishers, New Jersey, 1990, p.5

Learning its target language is not fundamental to embracing any foreign culture. Many people can be very open to foreign cultures without learning their language(s). Indeed it may be necessary for most to keep the two separate.[1] No one can learn every foreign language and many would not have the time to learn more than a few but that should not prevent learning about and enjoying that culture, its music, its art and even in many cases through translation its literature.

If a student is forced to learn a language against his/her will, then the negative stereotype of the target culture will only be strengthened, fuelled by ill feeling and negative experiences. In the words of Albert Einstein, “It is easier to split an atom than break a prejudice” and realistically language learning will not help combat this sad truth.

[1] Erlbaum, ‘Understanding Second Language Difficulties, 1996, p.140

Students should have a fundamental freedom of choice when it comes to all but the most necessary subjects. If students want to specialise in for example Science and drop foreign languages in order to be able to do this then they should have this option, a choice which is likely to be beneficial for their chosen career. Students’ progress in their most successful subjects should not be hindered by the burden of language learning. It is not the case that students do not desire to engage in languages because they are lazy, narrow-minded or blinkered. Rather, because they demonstrate real strength in other subjects they do not wish to be constrained in those subjects by ones where they do not excel.

A standard complaint is quoted by Ehrman; “(learning languages) affects (all study) a lot! I’m finding it just depressing to have to study, when my only reason for being here is to meet a requirement…it really annoys me to have to waste my time on this, when I could be learning something I’ll use after graduation…The pressure’s just too much for me!”[1]

Students should be allowed and encouraged to channel all their energy and enthusiasm into the subjects they are best at and most enthusiastic towards.

[1] Ehrman, ‘Understanding Second Language Difficulties’, 1996, p.136

Allowing students to study what they want or what they consider themselves to be good at would be a mistake. The point of education before university is to provide a good broad grounding that provides all the necessary life skills. This has to include harder subjects that would not be the first choice of the students. In the UK it has been suggested that the high pass rate for soft subjects like Media Studies of 98% has helped cause a decline in foreign language learning at A-level (16-18 years old).[1] Scientific research has shown how a second language can aid us past school years, for example the American Association for the advancement of science’s latest research shows the symptoms of alzheimer’s to occur later on in life in those who are bilingual in comparison to those who speak one language. The ability to speak more than one language enables people to communicate better and for longer. [2]

[1] BBC News, ‘Media Studies. Discuss’, 18 August 2005, http://news.bbc.co.uk/1/hi/magazine/4158902.stm

[2] Wheeler, David L., ‘Being Bilingual: Beneficial Workout for the Brain’, Chronicle of Higher Education, 20 February 2011, http://chronicle.com/article/Being-Bilingual-Beneficial/126462/

A high number of students failing to succeed in languages is not a valid reason to make the subject optional. This mentality opens the gate to making English and math options, simply to eradicate the effort of improving pass rates. The British Broadcasting Corporation (BBC) reports that in the UK “A quarter of secondary pupils (aged 11 and over) fail to reach their potential in math(s) and a quarter are making insufficient progress in English”.[1] Still, optional English and math is unthinkable; these are core subjects- languages should also be considered as such. Those who want to transfer students energies from foreign languages to English are ignoring the possibility that learning a foreign language may actually be useful for learning the first language.[2] Students failing in core subjects must be helped to improve, not have the subject eradicated.

[1] BBC News, ‘Third of England pupils fail to reach maths potential’, 9 June 2011, http://www.bbc.co.uk/news/education-13710417

[2] Leons, Eve, Herbert, Christie and Gobbo, Ken.  2009. “Students with Learning Disabilities and AD/HD in the Foreign Language Classroom”  Foreign Language Annals 42(1):  42-54.

The overwhelming number of students who struggle with reading and writing in their own language cannot be expected to acquire a second, foreign one. The vast number of students failing to master basic arithmetic and competency in their mother language is to be addressed as a matter of urgency. This is a primary concern for schools, not second language learning.

Languages are extremely beneficial to the economy in two senses. Firstly, language skills improve a job candidate’s chances of selection, which keeps unemployment down. The National Centre for Languages (CILT) reports on its website that “36% of employers recruit people with languages”, “49% of employers are dissatisfied with school leavers’ language skills” and that “95% of London employers think that language skills are important for the London economy”.[1] Secondly, a high number of employees with language skills enhance companies’ abilities to engage in trade and to expand their business abroad, in turn enhancing exports.   

[1] CILT The National Centre for Languages, ‘Employers value language skills’, accessed 17 November 2011, http://www.cilt.org.uk/home/valuing_languages/employers_value_language_skill.aspx

Languages are not the only economically beneficial skills; sciences, law, humanities, creative studies are favourable. However, skills alone are not enough; people with hands-on experience in their field are needed to work a stable economy. It is immoral that a government makes its people take posts using languages that aid the country’s economy and not the individual’s job satisfaction. At the same time in terms of benefits to the economy of their home country those who have studied languages are more likely to work abroad constituting a brain drain.

The call for students to learn a foreign language not only stems from economic needs but also from the need of improved security and diplomacy, in particular a better understanding of cultures and languages in order to better understand threats to the state and improved foreign services are needed.[1] In many Anglophone countries even in the role of a diplomat there are worrying numbers who do not have the language skills they need, for example in Canada “only 16% of the 180 foreign service officers who were required to have advanced foreign languages skills for their positions, could speak the needed language.”[2] As a 2007 National Academy of sciences report warns us “the pervasive lack of knowledge of foreign languages and cultures threatens the security of the united states as well as its ability to compete in the global marketplace and produce an unformed citizenry”. [3] Since the increased security post 9/11 the government accountability office (GAO) have reported that there are a shortage of foreign language expertise within the government and for this reason may undermine national security.

Much of the population of mainland Europe go to great lengths to learn foreign languages, especially the dominant English. English speakers should reciprocate the efforts made by their foreign counterparts; Nicolas Sarkozy for example is aiming to make France into a bilingual nation.[4] Across Europe at least 20% of third-level students claim to be proficient in at least two foreign languages. However, in countries where English is a major language, this is not the case; in Ireland, for example the figure is only 5%.[5] In the United States the situation is similar only 31% of US elementary schools and 24% of public schools teach foreign languages.[6] Expecting foreign countries to communicate through dominant English is a lazy and arrogant attitude to language and should not be permitted. Therefore learning languages up to the age of sixteen should be compulsory.

[1] Kollipara, Puneet, ‘Government still trying to catch up on foreign language capabilities’, The Hill, 12 June 2010,  http://thehill.com/homenews/senate/102833-government-still-trying-to-catch-up-on-foreign-language-capabilities

[2] Raj, Althia, ‘Canadian diplomats don’t have necessary foreign language skills’, Toronto Sun, 3 September 2010, http://www.torontosun.com/news/canada/2010/09/02/15229446.html

[3] Mary Ellen O’Connell and Janet L. Norwood ed. ‘International Education and Foreign Languages: Keys to Securing America's Future’ National Academy of Sciences, 2007, http://www.nap.edu/catalog.php?record_id=11841

[4] Agence Bretagne Presse, ‘Nicolas Sarkozy veut faire de la France une nation bilingue’, 12 September 2007, http://www.agencebretagnepresse.com/fetch.php?id=7905&title=Nicolas%20Sarkozy%20veut%20faire%20de%20la%20France%20une%20nation%20bilingue

[5] Irish Independent, ‘Only 5 percent at third-level able to speak two foreign languages’, CareersPortal.ie, 16 June 2011, http://www.careersportal.ie/news/news.php?Heading=Only+5+percent+at+third-level+able+to+speak+two+foreign+languages&ID=16061102

[6] Washington Times, ‘Analysis: U.S. must strengthen foreign language education’, 26 December 2008 http://www.washingtontimes.com/news/2008/dec/26/us-must-strengthen-foreign-language-education/?page=all

Again, language is not the only skill that government officials are required to possess in order to ensure that a state is able to adequately protect its citizens and its borders from foreign threats. Those with knowledge and experience working in different states of different cultures can use this to enhance knowledge available to the government or officials. People of different backgrounds are also employed in order to gain insight and for this reason a varied skill set of experiences and knowledge can work together in securing a state.

The problems students face when learning languages are the fault of teaching methods, not language ability. Madeline Ehrman observes that the root of this problem is that the “student is “out of sync” with the methodology, the teacher.”  Therefore, the antidote is more modern learning styles; “there are some quick fixes that can be made when adaptations are needed”.[1] Languages should not be abandoned when students find them boring rather the curriculum and methods of teaching need to be changed to make the learning more interesting and more relevant. For example students struggle even with their own grammar so an emphasis on making themselves understood rather than correct grammar may be more useful.

[1] Ehrman, Madeline E., Understanding Second Language Difficulties, SAGE Publications, California, 1996. ISBN: 0-7619-0191-4.  P.126

It is still a mystery why, as Robert C. Gardner puts it “that some people can learn a second or foreign language so easily and so well and while others, given what seem to be the same opportunities to learn find it almost impossible?”[1] No audio-visual suite, no matter how high tech and expensive, will be able to raise the grades of students who find it impossible to hold the complexity of grammar rules in their heads.  

[1] Gardner, R.C., Lambert, W.E, Attitudes and Motivation in Second-Language Learning, Newbury House Publishers, Massachusetts, 1972, p. 131

To refuse to learn foreign languages is narrow-minded, ignorant and blinkered. Language is a means not only of asserting identity but, more importantly of “heritage culture maintenance”. To refuse to learn a foreign language is to disallow anyone’s culture apart from one’s own to be upheld. When this happens, “the dominant groups force ethnic groups into particular… niches”.[1] This is particularly likely to be a problem in multicultural societies or indeed any society that is not homogeneous. By refusing to learn foreign languages, one refuses to recognise that other cultures even exist.

For this reason learning a foreign language helps to tackle xenophobia. Negative stereotyping is sadly still prevalent in the modern world. “American students in Maine view persons speaking standard French as shorter, less leaderlike (sic), less thoughtful, less intelligent, less honest, less self-confident, less dependable, less generous, less kind, less ambitious, less stable and with less character than English Speakers”.[2] Such stereotypes lead to prejudices, xenophobia and, in extreme cases, hate crime. Learning foreign languages is a good way to combat such prejudices, because the students learn about the foreign culture for themselves, meet and converse with its people, and have a first-hand introduction to a foreign people. This will leave them more open minded towards other cultures so less likely to be xenophobic towards other cultures whose language they have not learnt. As Reynolds explains, “discounting stereotypes involves denying cultural differences”[3] such as the ability to communicate through the same language.

[1] Reynolds, Allan G., Bilingualism, Multiculturalism and Second Language Learning, Lawrence Newbury Publishers, New Jersey, 1990, p.10

[2] Gardner, R.C., Lambert, W.E, Attitudes and Motivation in Second-Language Learning, Newbury House Publishers, Massachusetts, 1972, p.99

[3] Reynolds, Allan G., Bilingualism, Multiculturalism and Second Language Learning, Lawrence Newbury Publishers, New Jersey, 1990, p.5

Learning its target language is not fundamental to embracing any foreign culture. Many people can be very open to foreign cultures without learning their language(s). Indeed it may be necessary for most to keep the two separate.[1] No one can learn every foreign language and many would not have the time to learn more than a few but that should not prevent learning about and enjoying that culture, its music, its art and even in many cases through translation its literature.

If a student is forced to learn a language against his/her will, then the negative stereotype of the target culture will only be strengthened, fuelled by ill feeling and negative experiences. In the words of Albert Einstein, “It is easier to split an atom than break a prejudice” and realistically language learning will not help combat this sad truth.

[1] Erlbaum, ‘Understanding Second Language Difficulties, 1996, p.140

Students should have a fundamental freedom of choice when it comes to all but the most necessary subjects. If students want to specialise in for example Science and drop foreign languages in order to be able to do this then they should have this option, a choice which is likely to be beneficial for their chosen career. Students’ progress in their most successful subjects should not be hindered by the burden of language learning. It is not the case that students do not desire to engage in languages because they are lazy, narrow-minded or blinkered. Rather, because they demonstrate real strength in other subjects they do not wish to be constrained in those subjects by ones where they do not excel.

A standard complaint is quoted by Ehrman; “(learning languages) affects (all study) a lot! I’m finding it just depressing to have to study, when my only reason for being here is to meet a requirement…it really annoys me to have to waste my time on this, when I could be learning something I’ll use after graduation…The pressure’s just too much for me!”[1]

Students should be allowed and encouraged to channel all their energy and enthusiasm into the subjects they are best at and most enthusiastic towards.

[1] Ehrman, ‘Understanding Second Language Difficulties’, 1996, p.136

Allowing students to study what they want or what they consider themselves to be good at would be a mistake. The point of education before university is to provide a good broad grounding that provides all the necessary life skills. This has to include harder subjects that would not be the first choice of the students. In the UK it has been suggested that the high pass rate for soft subjects like Media Studies of 98% has helped cause a decline in foreign language learning at A-level (16-18 years old).[1] Scientific research has shown how a second language can aid us past school years, for example the American Association for the advancement of science’s latest research shows the symptoms of alzheimer’s to occur later on in life in those who are bilingual in comparison to those who speak one language. The ability to speak more than one language enables people to communicate better and for longer. [2]

[1] BBC News, ‘Media Studies. Discuss’, 18 August 2005, http://news.bbc.co.uk/1/hi/magazine/4158902.stm

[2] Wheeler, David L., ‘Being Bilingual: Beneficial Workout for the Brain’, Chronicle of Higher Education, 20 February 2011, http://chronicle.com/article/Being-Bilingual-Beneficial/126462/

It would not always be practical to increase foreign language teaching to being mandatory for all students. In the United Kingdom for example there is a shortage of foreign language teachers already with 73% of Local Education Authorities struggling to find teachers, particularly for Maths and Languages.[1] At the same time in many countries there are worries about their competitiveness in the world due to the success of East Asian countries in education. The PISA tests shows that East Asian countries, particularly China (Shanghai and Hong Kong), South Korea and Singapore far exceed countries where English is the first language in Maths and Science leading to a need to improve those subjects first.[2]

[1] MailOnline, ‘Teacher shortage reaching crisis levels’, http://www.dailymail.co.uk/news/article-16644/Teacher-shortage-reaching-crisis-levels.html

[2] PISA, ‘What Students now and can do: Student Performance In Reading, Mathematics and Science’, OECD, 2009, http://www.pisa.oecd.org/dataoecd/54/12/46643496.pdf

A lack of people who could quickly become qualified foreign language teachers is not a problem. There are a high number of unemployed language graduates, many of whom are already engaged in teaching, particularly as private tutors teaching languages.[1]

[1] McElvoy, Anne, ‘The tutor trap: the rise and rise of private lessons’, London Evening Standard, 22 January 2010, http://www.thisislondon.co.uk/lifestyle/article-23798201-the-tutor-trap-the-rise-and-rise-of-private-lessons.do

There are many people who will never excel in languages whether they are forced to learn it or not, and if they are not going to succeed then why waste all the time trying to make them succeed. With learning foreign languages there is a problem of anxiety in the classroom. This is particularly disabling as students must be able to speak up and be heard, usually by the whole class, in order to make progress. This anxiety is likely to be closer to panic than it would be in other subjects.[1] This not only affects those who are anxious but holds back those who are more able.

This will be even more pronounced with dyslexic children. They struggle with the written word and so will necessarily do even worse when studying foreign languages. Yet they can excel in other subjects such as mathematics.[2] It is therefore not sensible to make languages mandatory.

[1] Ehrman, ‘Understanding Second Language Difficulties, 1996, p.149

[2] ‘Dyslexia and Numeracy’, http://www.bdadyslexia.org.uk/files/DFS%20pack%20English.pdf

Students not exceling in a subject is not a reason for not teaching that subject. Even a basic understanding of another language is useful. Anxiety is something the students will have to work through and may well be affected in other subjects as well, students who are anxious about learning foreign languages will never be willing to attempt to learn them if they are not compulsory at school. 

There is a gulf between people who do make progress in languages and those who do not. Those able in languages struggle to deconstruct the difficult concepts and explain them to learners who cannot understand. Teachers cannot empathise with students who struggle. Expecting students who have great difficulty in learning languages to be able to do so from those who cannot even explain linguistic concepts successfully is far too much to ask. This one reason why in the UK Ofsted (Office for Standards in Education) considers language teaching in secondary schools to be weak.[1]

There are similar problems with grammar between those who are bilingual and those who are not. People who are bilingual due to their background do not think in grammar. If they do not know why certain grammatical constructions are used when and why, how is an absolute beginner struggling with languages supposed to understand such grammar rules?[2]

[1] Webb, Lauren, ‘Ofsted reports poor language teaching in UK’, Veritas, http://www.veritaslanguagesolutions.com/ofsted-reports-poor-language-teaching-in-uk

[2] Reynolds, ‘Bilingualism, Multiculturalism and Second Language Learning’, 1990, p.164

This is once again down to the way languages are taught. The quality of teaching needs to be high so that those who struggle more are motivated to overcome this divide. This is also the case with grammar, both learner and teacher need to have patience and be willing to engage.[1] The critical age for learning a language must also be taken into consideration, it is believed by many experts in the field that it is easier for people to learn languages at a very early age, as it greatly improves ones accent and their ability to learn quickly. Thus the gap between those who progress and those who don’t will be greatly reduced if all students had to learn another language starting from an early primary school age.

[1] Gardner, Attitudes and motivation in Second-Language learning, 1972, p.135

For those from countries where English is not the first language English is an obvious language to study, it is a language which is useful all over the world, not just in countries where English is the native language because so many people speak it as a second language. There is not the same obvious second language for native English speakers. It is undeniable that English is increasingly a global language; it is the language of technology and global communication. English is likely to be used in a conversation between for example a German Scientist and an Italian Politician.[1] It is therefore being realistic for English speakers to believe that any other language they learn will have less utility than their own.

[1] English Online Learners, ‘English the Global Language’, British Council, http://www.englishonline.org.cn/en/learners/english-for-work/business-bites/global-language#

While it is undeniable that at the moment English is the most used international language this is not a reason to be complacent. Just because English is currently dominant does not mean it will remain so. In the 18^th, 19^th and into the 20^th Centuries French was the international language and before that Latin was in Europe. It is as likely that the dominance of the English language will decline as that it will continue to increase. Students should be taught other languages to take advantage of changes that may occur within their lifetimes.