Instruction in a foreign language can have a direct effect on the development of cognitive processes (Swarbrick, 2002: 14)

A language expands your range of thinking

In a multilingual world a modern language has enormous benefit to offer all students at primary or secondary school, regardless of their age or

their aptitude, their starting or their finishing point, and including those with special needs. The benefit arises from their being able to access and

interact with real people who speak and use other languages and to engage with relevant, interesting and up-to-date information presented by

modern means (Scottish Executive, Ministerial Action Group on Languages, 2000: 7)

Language training has an aesthetic and artistic value (Leathes Report, 1918; cited in Byram, 1997: 52)

Some languages are beautiful

Residence abroad {as part of a languages degree programme} represents highly autonomous learning (Coleman, 2004)

If you do a language degree, your year abroad will show you have many good qualities such as independence etc.(language undergraduate)

Some exporters give little consideration to the possibility that there might be language and cultural differences between themselves and customers

in overseas markets and that their business is significantly affected by ignoring these differences (Stevick, 2003: 5)

Languages are useful for trade

Career opportunities in the leisure and tourist industries exist for well-qualified people with a blend of land-based and management skills to develop

these amenities, and of course the addition of foreign language skills can only enhance European and international employment opportunities

(King and Thomas, 1999: 123)

A language could help you if you want to work in the fashion industry, you'll be able to travel to Paris etc.

The pedagogy associated with language learning provides a further contribution of languages to citizenship. Communicative methodology is itself

democratic. Skills developed in language classes are thus directly transferable to citizenship education, i.e. discussing in pairs, expressing opinion,

working with others, taking part in public discourse (Starkey and Osler, 2003: 32)

British nationals' interaction can only be responsive: they cannot initiate communication on equal terms with other EU member states. In other

words, they are less powerful than those who have greater linguistic skills (Willis, 2003: 302)

A language helps you to communicate adequately in that country and to help people from those countries when they come here

International and foreign language education is a break with the focus on our own society in order to find new perspectives which allow us to be

critical of our assumptions (Byram, 2002: 47)

Learning a language means that you can read the foreign press which perhaps gives you a different stance/viewpoint on world events (language undergraduate)

Part of the reason for having second or foreign languages in the curriculum is the signal which this provision sends regarding the room which a

school very visibly makes for the study of other cultures (Williams, 2001: 47)

Speaking with people from different cultures is very enriching. Languages enable you to do this (language undergraduate)

Language learning is a key component of education for democratic citizenship; a participative process, which inter alia:

• Equips men and women to play an active part in public life and to shape in a responsible way their own destiny and that of their society;

• Aims to instil a culture of human rights;

• Prepares people to live in a multicultural society and to deal with knowledge, sensibly, tolerantly and morally;

• Strengthens social cohesion, mutual understanding and solidarity

(Council of Europe, 1999, cited in Starkey, 2002: 95-96)

The more languages we study, the fuller our picture of the human linguistic options will be. Languages which are off the beaten track are

especially important, as their isolation means they may have developed features which are not found in other languages (Crystal, 2000: 55)

14.

Economic, Social and Political

Dimension

For the English-speaking countries themselves, the emergence of English as an international lingua franca is not an unmixed blessing. For Britain

especially, it masks the effects of the loss of imperial dominance, encourages complacency and perpetuates a sense of superiority as a result of a

position in unequal international communication based simply on linguistic advantage but no longer corresponding to the realities of political and

economic relations (Trim, 1999: 12)

Learning another language gives you a wider understanding of world affairs (language undergraduate)

Learners' heightened awareness, not only of other languages, cultures and peoples but also of themselves as cultural beings is a major contribution

of language teaching to their education (Byram, 1997: 57)

Monolingual speakers of any variety of English - American or British - will experience increasing difficulty in employment and political life

(Graddol, cited in Schmidt, 2004)

It's very good for public relations to be able to speak to different parts of a multinational company or its suppliers in their own language

regardless of whether they can speak English fluently. People are much more confident expressing themselves in their native tongue and open to

persuasion, convincing, asking for things. It does work miracles (language undergraduate)

Learning a new language improves the use of English. Learning another language gives the learner valuable insights into the way the mother

tongue works (The Nuffield Languages Inquiry, 2000: 31)

Learning another language improves your English language skills (sixth former)

There are socio-political arguments for language study which are concerned with helping students to understand issues of power, domination, and

subordination related to language, language use, language status and language attitudes (Reagan, 2004: 233)

Language learning promotes equal opportunities (language undergraduate)

The European Union is built around the free movement of its citizens, capital and services. The citizen with good language skills is better able to

take advantage of the freedom to work or study in another member state (Commission of the European Communities, 2003: 9)

If you want to work for the EU, then a language is pretty important (sixth former)

12

In fieldwork {study visits to the target country} learners are surrounded by and immersed in a new environment and learn consciously and unconsciously

through all the senses (Byram, Gribkova and Starkey, 2002: 20)

One of the cultural shocks of September 11 is, overwhelmingly that English is simply not enough. We cannot understand the world in English,

much less search out intelligence, build ever larger coalitions of friends, and heal some of the long-standing wounds of the past. We need to be

aware as never before of foreign languages and of the ways in which languages identify and represent their cultures (Footitt, 2001)

England and the UK in general tend to be very insular because we speak the world language which can isolate us from other European countries.

Speaking a foreign language could improve international relations (sixth former)

The assumption is that increased foreign trade, closer European links, the effects of globalisation and even the war on terrorism will increase the

demand for skilled linguists in an increasing range of languages (Connell, 2002: 3)

Languages keep you in contact with the rest of the world (sixth former)

Learning languages boosts brain power (BBC, 2004)

Part of the reason that the National Health Service (NHS) has interpreters is to ensure that there are equal opportunities and that people are

able to access services (language undergraduate)

Higher education offers language training programmes that prepare students of all disciplines for their future professional contacts with people

from other language/culture communities (Kelly, Elliott and Fant, 2001: 2)

If you study a language, you will leave university with a degree showing that you are capable of learning something new and which will enable you

to travel easily and possibly live/work abroad (language undergraduate)

Different languages will provide bases for different kinds of experience. Some (and particularly the major languages of national and international

communication, including English) will provide a basis for action in the world as well as for learning and conceptualising. Some (and particularly

mother tongues in the early years) will be crucial at particular stages as the major means by which learning takes place. Some (particularly classical

languages and those with strong literary, religious and scientific traditions) will have a major role in reinforcing understanding of heritage (Brumfit,

2002: 118)

If languages are indeed inessential to the UK Government's main educational agenda, and are therefore to be left to choice, opportunity and clusters

of local initiatives, we might do well to address this policy with a detailed mapping of the foreign language take-up by social class. We may find

that the 'unlanguaged' are increasingly located within the postcodes of social deprivation, those socio-economic categories IV and V that the

Government has identified as its main targets for raising educational aspirations and widening university participation (Footitt, 2003: 86)

As Internet use increases, so does the use of languages other than English and opportunities for English speakers to access information in other

languages (The Nuffield Languages Inquiry, 2000: 13)

If you do a historical career, learning a language means you'll be able to study foreign sources (sixth former)

13

The study of a foreign language enables students to participate in the society whose language they study and to operate within different linguistic

and cultural contexts. This places them in a privileged position: they can be ambassadors for their own society within the foreign society and they

can also learn to view their own society from new perspectives. They can compare and contrast diverse visions of the world, thus promoting

intercultural understanding and bringing distinctive benefits both to their own society, for example in employment terms, and to the society or societies

of the target language(s) (Quality Assurance Agency for Higher Education, QAA, 2002: 3)

People learning languages are not selfish and they acquire an extensive understanding of the 'other' (language undergraduate)

Competence in foreign languages is an essential tool of an effective foreign policy (Foreign and Commonwealth Office, cited in Davies, 2003: 43)

Language learning opens up a range of opportunities that would be unavailable if you were monolingual and it is also important with regard to the

relationship between European countries (language undergraduate)

The rapid expansion of opportunities for e-business within a shrinking world is driving a need for languages ability. Customer expectations and the

high stakes of winning or losing business require competence to deal in a customer's language

(Scottish Executive, Ministerial Action Group on Languages, 2000: 7)

Language students have above average IT skills in comparison with the rest of the population, they can work to deadlines and be flexible and

adaptable in dynamic situations (language undergraduate)

32.

Institution-Wide Language

Programmes (IWLP)

Each institution-wide language programme incorporates a number of subject-specific and personal transferable skills. These are the ability to communicate

effectively, organise, gather information, use IT, act independently, work in teams (Ingrams, 2000: 54)

Communication across cultures will remain a key skill - the ability to communicate across cultures will be essential to national well-being and it is in

the UK's interests to wake up to the value of languages in cementing international relations (The Nuffield Languages Inquiry, 2000: 17)

The act of learning a foreign language reflects keen determination, outstanding communication skills and good organisational skills

(language undergraduate)

In the knowledge society of the 21st century, language competence and intercultural understanding are not optional extras, they are an essential

part of being a citizen. For too long we have lagged behind in our capability to contribute fully as multilingual and culturally aware citizens.

Likewise in the global economy too few employees have the necessary language skills to be able to engage fully in international business and too

few employers support their employees in gaining additional language skills as part of their job (Department for Education and Skills, DfES, 2002: 5)

Languages give you knowledge of other countries (sixth former)

Foreign language learning can contribute to developing awareness of language through help in discriminating nuances of meaning in English by

exploring alternatives in the foreign language which do not exactly match the English (Hawkins, 1981: 57)

Learning a language gives you the ability to pick out information in many languages which you haven't actually studied (language undergraduate)

14

The growth in the multilingual population in the UK indicates the need for a wider range of language provision related to the public services,

namely Health, Law and Local Government (Connell, 2002: 10)

You could use a language if you work in business or in a court (sixth former)

Some of the most moving and relevant examples of language learning in practice have been the attempts of the very young, and the striving of

those with learning difficulties, to communicate in foreign tongues. Through it they have learned - about themselves, about the world, about their

own language (King, 1999: 23)

Learning another language shows intelligence and good learning qualities (sixth former)

Learning a modern language will help students develop strategies for learning and using language that will assist them not only with their current

modern language but with others also that they may subsequently learn (Scottish Executive, Ministerial Action Group on Languages, 2000: 7)

Learning another language improves your educated guesswork (undergraduate: IWLP)

Languages are a lifelong skill - to be used in business and for pleasure, to open up avenues of communication and exploration, and to promote,

encourage and instil a broader cultural understanding (DfES, 2002: 5)

Language learners learn how to listen to public announcements, to media, as a member of a live audience, for gist, for specific information, for

detailed understanding, for implications. They learn how to speak in an interaction which could be a transaction, a casual conversation, an informal

discussion, a formal discussion, a debate, an interview, how to give information or instructions, make presentations speaking from notes, speaking

spontaneously or giving a prepared speech (King and Honeybone, 2000: 27)

Language learning develops effective writing skills in English and the foreign language (undergraduate: IWLP)

Differences in the way languages use grammar are always illuminating, especially those which help to quash the myth of primitiveness in indigenous

languages. There are many languages which provide ways of expressing an area of experience that actually offer more points of contrastivity than

are available in languages like English or French (Crystal, 2000: 57)

When you do a language degree, you develop a much more sophisticated knowledge of English grammar than other people

(language undergraduate)

Subject-related skills are developed through the study of both the language and the related thematic areas. These may relate to the study of the

countries or regions in which the target language is used, including aspects of the literatures, cultures, linguistic contexts, history, politics, geography,

social or economic structures. In certain programmes, these will relate to discipline-specific contexts such as the business, legal, creative, technological

or scientific communities within these countries or regions. Study of these will lead to the development of analytical, critical and specialist skills

drawn from the relevant discipline areas. The opportunity to study discipline-specific content in the target language represents a unique contribution

to the students' learning experience (QAA, 2002: 6)

A language gives you a wider knowledge of literature from other countries. This will help with any literary degree (sixth former)

15

44.

Less Widely Used Lesser Taught

Languages

It is inevitable that, in a post-colonial era, there should be a strong reaction against continuing to use the language of the former colonial power, and

in favour of promoting the indigenous languages (Crystal, 1997: 114)

Whichever career path young people choose, they will need the skills that make them employable in a world where recruitment is increasingly

global, where flexibility and mobility are at a premium. As a nation, we owe it to them to ensure that they do not lose out in the jobs market to

better educated and linguistically qualified candidates from other countries (Steering Group of the Nuffield Languages Programme, 2002: 2)

Language learning makes travelling easier, more enjoyable, more enlightening (language undergraduate)

Students of languages and related studies typically explore a variety of approaches to cultures, communities and societies by drawing on methodologies

shared with other disciplines, notably but not exclusively, literary, cultural, media and film studies, critical theory, gender studies, history, geography,

philosophy, politics, sociology, anthropology, religious studies, visual and performing arts, economics, business studies and law. The range potentially

covers the full spectrum of the humanities and social sciences, and extends also to other subjects making use of source materials in the foreign

language (QAA: 2002: 5)

If you do a degree in a language, you get to study the history and politics of the country as well as the language and it all gives you a good background

and helps you to understand the nature of the country a lot better (language undergraduate)

In the knowledge society of the 21st century multilingualism is better. It is better for countries and states whose shared ambitions are for peace,

growth and prosperity. It is better for business whose purpose is increased trade, greater competitiveness and greater employability. It is better for

communities in their desire for social inclusion, mutual tolerance and an appreciation of their past and present heritages. It is better for individuals -

for their sense of self and their openness to the world, for opportunities for economic and personal growth. At this time of great fear and danger

in the world, it is better for humanity in its vital quest for peace, stability and enrichment. Only through multilingualism can we really understand

and appreciate the stranger (King and Johnstone, 2001)

Some Middle-Eastern languages are not being taught at all in the UK. The absence of these is potentially a huge threat to national security

(Ehteshami, 2002: 1)

If you want to work in the Ministry of Defence, a language could help you (sixth former)

Everyone can gain benefits from learning a language - cultural enrichment, and the ability to communicate and interact confidently with people outside

one's own community (Tinsley, 2003: 154)

Languages enable you to make friends in other countries (sixth former)

It seems reasonable to expect that exposure to another culture through the medium of its language could lead to various changes in understanding,

values, beliefs, attitudes and hence contribute to spiritual development (Smith, 2002: 37-38)

Learning languages develops confidence in your ability to stand up in front of others (language undergraduate)

16

Language learning can provide enjoyment and enhance confidence (Williams, 2001: 44)

Language learning is a fun alternative to other degree modules (undergraduate: IWLP)

Foreign language study is itself unique. While requiring cultural and linguistic knowledge - intellectual mastery of new systems - comparable to

other disciplines, the learning outcomes expected of a degree level student also include a sophisticated practical command of the foreign language

(Coleman, 2004: 148)

At A-level, the syllabus is awash with thorny political issues, including social issues; the environment; law and order, politics. The study of such issues

provides opportunities for developing two of the three main aspects of citizenship as defined in the National Curriculum, namely 'social and moral

responsibility' and 'political literacy' (Starkey, 2002: 236)

The oral presentations that you do in a language A-level really do give you confidence. The year 13 oral exam makes you confident enough to ask

for help if you need it (language undergraduate)

The study of a modern foreign language can contribute to cross-curricular dimensions and themes, e.g. personal and social education, multicultural

perspectives, the European dimension in education, citizenship, careers education and guidance, economic and industrial understanding, environmental

education and health education (Department of Education and Science, DES,Welsh Office, 1990)

A language fits well with other subjects, such as History and English (sixth former)

Students who had already undertaken their year abroad {as part of a languages degree programme} did overwhelmingly speak of the experience

as 'one of the best things I have ever done' (Bannerman and Stevens, 2003: 163)

Having spent a compulsory year abroad on a language degree will show that you are more flexible/independent/determined/confident (language

undergraduate)

Languages support communities. Language marks out a community in a unique way and can help bind it together

(The Nuffield Languages Inquiry, 2000: 30)

Languages connect the world and increase peace (language undergraduate)

For graduates as a whole, there were found to be measurable benefits to be gained from undertaking a substantial period of work experience during

higher education (placements, vacation work, other forms of work experience), especially if the graduate had been taking a non-vocational

course. Involvement in extra-curricular activities was related to successful employment outcomes … as was some kind of overseas study or work

(Brennan and Shah, 2003: IV)

A language will help you if you want to study abroad (sixth former)

Linguistic and cultural diversity on the one hand and biodiversity on the other are correlated - where one type is high, the other is usually too and

vice versa. New research suggests mounting evidence for the hypothesis that the relation might also be causal (Skutnabb-Kangas, 2002: 13)

17

The multidisciplinary and language-specific nature of programmes in languages and related studies encourages the development of a wide range of

key transferable skills, including, interpersonal skills and personal attributes; communication, presentation, interaction; the ability to work creatively

and flexibly with others as part of a team; mediating skills, qualities of empathy; self-reliance, initiative, adaptability and flexibility; intercultural competence

(QAA, 2002: 7)

Language learning develops team-working skills (language undergraduate)

The contribution of language teaching to the culture of peace is not limited - far from it - to the building up of linguistic skills enabling individuals to

communicate beyond the borders of their own country. There are many ways that language teaching can make a contribution, but perhaps first

and foremost, is the fact that it can make learners aware of the relative vision of the world inherent in their own language and society (Candelier,

MacDonald-Smith, and Reig-Garganta, 1998: 6)

Effective use of technology needs linguistic skills - The next generation will need high levels of proficiency both as communicators and in the associated

technologies. While computer-aided translation systems will speed up the process of working between languages, it is people with high levels

of literacy and the experience of learning and using languages who are most likely to be able to exploit new technologies to the full (The Nuffield

Languages Inquiry, 2000: 32)

There is also demand for legal translators, particularly with the European Commission (King and Thomas, 1999: 88)

Languages will be of great benefit if you wish to work abroad as a translator (sixth former)

A world-class education system preparing people for life in the 21st century must reflect the fact that the world we live in is multilingual. The UK

cannot afford a system that reduces languages to an elite accomplishment, available principally to those educated in independent schools (Steering

Group of the Nuffield Languages Programme, 2002: 2)

Language learning improves Britain's world status (sixth former)

The relationship between community languages and citizenship in the curriculum is potentially rich and thought-provoking (Anderson and

Chaudhuri, 2003; 53)

Languages can provide opportunities nowadays here in the UK even if you don't want to go and work abroad because of the multicultural society

we live in (language undergraduate)

Awareness and proficiency in MFL among a growing number of citizens can help prevent the UK from being isolated in understanding from the

rest of the world (Nott, 2003; 119)

A language shows a wider understanding and an open mind (sixth former)

The study of any modern foreign language is unique because of the existence of people who speak it as their mother tongue. Learners have

opportunities through contacts with native speakers and especially through visits and exchanges to practise and extend their knowledge in a way

which few other subjects can offer (DES,Welsh Office, 1990: 6)

Language learning builds skills that cannot be taught any other way (sixth former)

Language learning has the potential for offering alternatives to inward-looking insularity, for addressing a lack of preparedness to engage with the

notion of otherness and for tackling negative stereotypes (Pachler, 2000: 72)

Languages promote empathy (sixth former)

The year abroad is valuable in broadening work experience, social contacts and employability. It enables students to develop not only their language

and cultural skills, but also key life skills of self-reliance and resourcefulness (The Nuffield Languages Inquiry, 2000: 56)

Source

Angela Gallagher-Brett