Cross-Sector Support for 1+2

1. Cross-Sector Support for 1+2 SALT Conference 5th November, 2016 Glasgow Caledonian University

2. Who are we? ‘The University Council of Modern Languages (UCML) was established in 1993 and is the overarching national organisation which represents the interests of modern languages, linguistics and cultural and area studies in higher education throughout the United Kingdom, and works with corresponding bodies in other countries’

3. Languages offered at Scottish Universities

4. Four Regional Hubs established

5. Collaborative Initiatives with SCILT

6. 1+2 : Looking Back and Moving ForwardDundee Conference 9th Sept, 2016 – Keynotes (am)

7. Survey Questions From your perspective…… • What is working well with 1+2? (open response) • What are the three most important issues still to be addressed for successful implementation of 1+2? (multiple choice ranking) • What type of action research should be conducted to support the implementation of 1+2? (multiple choice) Additional comments (open response) University Council of Modern Languages Scotland

8. Respondent Profile (n=221) University Council of Modern Languages Scotland

9. Respondent Profiles by Regional Hub(n=197) University Council of Modern Languages Scotland

10. 1+2: Positives Views from primary school sector • Children are enjoying their language learning experience • There is a lot of support in terms of both training opportunities and the availability of resources • There is a lot of cluster working • Implementation in P1-P3 has progressed well • Children are enjoying their language learning experience • Staff are motivated and their confidence is growing • There is welcome support at local authority level • There are lots of teaching resources • There is collaborative planning Primary teachers Primary Senior Managers University Council of Modern Languages Scotland

11. 1+2: Positives Views from secondary school sector • The profile of languages has been raised • There is some primary-secondary liaison • There is now greater language diversity in primary schools • Primary pupils are enjoying their language learning experience • (N/A:1+2 implementation has not started yet) • Cluster primaries are working for some schools • There are now better links to the associated primary schools • There is good partnership working • Staff are enthusiastic • The resources are engaging Secondary Teachers Secondary Senior Managers University Council of Modern Languages Scotland

12. 1+2 Positives: Views from Local Authority promoted posts • Strong indication of broad enthusiasm on the part of pupils and primary teachers for language learning activities • Good models of implementation • Evidence of innovative practice • Perception that the policy has reinvigorated the debate around the importance of language and intercultural skills • Belief that cross-sector collaboration can benefit schools and universities alike University Council of Modern Languages Scotland

13. 1+2: Positives Views from tertiary sector/other • Cross-sector collaboration has benefitted both schools and universities • 1+2 has reinvigorated the debate around the importance of language and intercultural skills • Funding for 1+2 has had visible impact on language provision although much more needs to be done University Council of Modern Languages Scotland

14. 1+2: What are the top 3 challenges? In your view, what are the three most important issues that still need to be addressed to ensure successful implementation of the 1+2 language policy? (multiple choice - ranking) • improve language competence of current teachers in primary school • create better transition arrangements for languages between primary and secondary school • hold more promotional events in schools highlighting the value and benefits of language learning • students on primary school ITE (initial teacher education) programmes need to reach B1 (Higher) level of proficiency by the end of their programme of study • need for further training and on-going support • produce clearer information on how to implement 1+2 in classes with significant proportion of EAL learners • produce clearer guidelines on workable implementation models for L3 • other (please specify) University Council of Modern Languages Scotland

15. Top Challenge to 1+2 implementation: All Responses University Council of Modern Languages Scotland

16. Challenge 2 to 1+2 implementation: All Responses University Council of Modern Languages Scotland

17. Challenge 3 to 1+2 implementation: All Responses University Council of Modern Languages Scotland

18. 1+2: Additional Challenges Views from primary teachers Concerns about • workload pressure • fitting languages into a busy curriculum • lack of support from senior managers • lack of supply staff / staffing • lack of consistency University Council of Modern Languages Scotland

19. 1+2: Additional Challenges Views from senior managers (primary) Concern about • implementation in the upper primary school • workload / pressure on teachers, e.g. having to learn two additional languages • lack of flexibility (e.g. what if school offers French and German but teacher speaks Spanish) • multi-composite classes • competing priorities (e.g. cannot spend all staff development budget on language training) University Council of Modern Languages Scotland

20. 1+2: Additional Challenges Views from secondary teachers Concerns about • insufficient resources • timetabling • decline of languages/less ML diversity • disregard of lessons learnt from MLPS • introducing L3 before L2 issues have been sorted • primary language pedagogy University Council of Modern Languages Scotland

21. 1+2: Additional Challenges Views from senior managers (secondary) Concerns about • timetabling of modern languages • continued need for staff upskilling • how to integrate L3 into BGE • need for coherent pathways from primary to secondary University Council of Modern Languages Scotland

22. 1+2: Additional Challenges Views from LA promoted posts Concern that • Government focus might shift away from languages onto new priorities (e.g. the attainment gap) • Excessive burden on local authorities • There is no clear strategy – implementation will remain an uphill struggle • There is no emphasis on Gaelic • Secondaries are not taking account of what is happening in primary schools • There is insufficient support from senior management • L3 is being implemented before L2 has embedded University Council of Modern Languages Scotland

23. 1+2: Additional Challenges Views from tertiary sector / others Concern that • there is insufficient focus on the training of future primary teachers to implement 1+2 • student ambassadors have insufficient pedagogical knowledge to support primary class teachers effectively • the promotion of Mandarin may have negative impact on attitudes to European languages • classical languages are not included in 1+2 University Council of Modern Languages Scotland

24. Action Research to support 1+2 In your view, what type of action research should be conducted to support the implementation of Scotland's 1+2 language policy? (multiple choice) • Language learning and teaching pedagogy • Transition from primary to secondary sector • Teaching in multilingual classrooms • Transition from secondary to tertiary sector • Other (please specify) University Council of Modern Languages Scotland

25. Action research for 1+2: all responses University Council of Modern Languages Scotland

26. Additional Research Topics Views from schools/local authorities • Teacher competency • Monitor number of teachers exiting teacher training with language competency • Multi-composite classes • Impact of input by parents/community language experts • Impact of ITE on 1+2 • Raising attainment & language learning in the Scottish context • Better inclusion of languages in teacher training to prepare student teachers for the expansion to their role University Council of Modern Languages Scotland

27. Additional Research TopicsViews from tertiary sector/other • CLIL • multi-composite class teaching • Progression to upper primary school • How to effect culture shifts in attitudes to language and language learning • Role and importance of structural stakeholders (Gvt/Local Authority/senior managers in schools) in supporting or preventing implementation of 1+2 University Council of Modern Languages Scotland

28. Conclusions and Observations • There is broad support for 1+2, and some local authorities have made good progress towards full implementation • There is a need for a greater focus on sustainable and sustained language training provision for current and future primary teachers • In order to truly embed 1+2 greater consideration needs to be given to language provision in secondary school and beyond • 1+2 policy implementation is now at a critical stage so the delayed funding announcement for 2016-17 is likely to seriouslyjeopardise both past achievements and future progress University Council of Modern Languages Scotland

29. Next steps: National & Regional Events • Contribute your views to the discussion questions • 29 November 2016, 10 – 11.30 am, Glasgow, webinar with Prof Angela Scarino, University of South Australia on alternative models of language curricula, as part of wider Education Scotland information day at Atlantic Quay for 1+2 Development Officers • 10 March 2017 (am) Cross-sector action plan review and report (incl. action research initiatives), Glasgow Booking details will be publicised nearer the date

30. Follow-up Hub meetings (Sept-2016) • North Hub: Milburn Academy, Inverness, 22 September, as part of Highland Council training event • Central Hub: University of Stirling, 22 September 5 pm. • West Hub: University of Strathclyde, 28 September, 5pm, • East Hub: Edinburgh, 30th September, 2 pm Open University Considering a different engagement model for cross-sector meetings at regional level The Keynote speeches from 9-Sep-16 can be found here: https://saltlangs.org.uk/blog/2016/09/16/ucmls-conference-presentations/

31. Discussion Questions University Council of Modern Languages Scotland

32. Summary of cross-sector discussions UCML Scotland Conference 9th September 2016 at University of Dundee

33. Main points regarding Question 1: Models of language training • Resources essential • Progression, funding/sharing/centralising • Planning / continuity • Coherence in curriculum • Exchange/interaction between LA’s and other sectors, business, all levels, international, transnational • Communication, disparities • Long term strategy • Beyond/integrated view of languages • Cross-sector activity crucial • Outcomes: how to be heard? By whom? • Draft paper from conference? • Specialist primary language courses , compulsory for all? • Language qualification at exit stage at university • HE: language on entry to be seen as a bonus, but not mandatory, but need to be valued

34. Main points regarding Question 2: cross sector initiatives in light of funding restrictions • Widening participation, languages for all • Technology to connect, working with HE students as partners • Awareness raising initiatives • Links with industry (both ways) see existing business brunch initiative, open up with IT for wider access? • Role of cross –sector collaborative hubs

35. Main points regarding Question 3: cross-sector initiatives supporting transition across sectors • Get message out, branding of languages, joint up thinking/interface , stakeholders • Business-school partnerships • STEML (Northern Ireland, reconfiguration of languages in schools, on timetabling) • Transition building of relationships/ filming collaborations, • Virtual relationships as part of working day • Develop culture of cross-sector collaboration

36. Main points regarding Question 4:vocational relevance of language and intercultural skills • Definition of vocational? • Job profiles on SCILT website to include different languages/sectors/education/fields/age groups (e.g. not only graduate jobs) • Change mind-set re. STEM , males into languages, role models • Families into languages, whole community • Language ambassadors, also from secondary into primary • Post Brexit- how to continue with intercultural relations • Ownership of funding?

37. Overview of cross-sector events organised (more planned for 2017) and some useful articles and reports • UCML Homepage • UCMLS/SCILT Engage 2015 Report on SCILT website • Business Brunches 2016 • Language Linking Global Thinking(ML Ambassadors strand) • Mother Tongue Other Tongue 2015-16 • Word Wizard 2015-16 • Scottish Languages Review #29 and #30 • British Academy (2016) Born Global Evidence • ADES report (2016) A Review of Progress in Implementing the 1+2 Policy • Foreman-Peck and Wang (2014) The costs to the UK of language deficiencies as a barrier to UK engagement in exporting

38. Thank You! UCML Scotland Chair Marion Spöring, University of Dundee m.m.g.sporing@dundee.ac.uk SCILT representative UCMLS Hannah Doughty, University of Strathclyde hannah.doughty@strath.ac.uk