Skip to main content

Languages are more useful than science

There was a time when Latin ruled the roost in the school curriculum. Maths was always up there too, then science came along. In recent times STEM subjects have been carrying the highest prestige, partly because there is a shortage of mathematicians, scientists and engineers, partly because they are hard subjects and partly because, well, they just are - it's a fashion.

I used to tell my classes that for most of them it was far more likely that would use their French sometimes in the future than they would use their maths (anything, that is, beyond basic arithmetic, fractions, percentages and graphs), science, history or geogrpahy. So I was glad to read that Gary Lineker (never had a yellow card) himself is saying the very same thing. This is what he said to the TES:

 “Personally, I look at what we have to study at school and some subjects like science might help at some point in your life for a percentage of people, but the learning of languages, for me, will always be helpful for the vast majority at some stage in their life.”

He added:
 
“There is no question in my mind when you speak someone else’s language, certainly in their country, they’re normally pretty appreciative of the fact. That’s my personal experience. Plus, it gives you a lot of self esteem if you can converse with people abroad, which is an important thing and perhaps shows where chemistry and physics may not help the majority of people but learning a language will.”

Well said Gary and it's a line teachers should easily be able to sell to most of their classes.


Comments

Popular posts from this blog

What is skill acquisition theory?

For this post, I am drawing on a section from the excellent book by Rod Ellis and Natsuko Shintani called Exploring Language Pedagogy through Second Language Acquisition Research (Routledge, 2014). Skill acquisition is one of several competing theories of how we learn new languages. It’s a theory based on the idea that skilled behaviour in any area can become routinised and even automatic under certain conditions through repeated pairing of stimuli and responses. When put like that, it looks a bit like the behaviourist view of stimulus-response learning which went out of fashion from the late 1950s. Skill acquisition draws on John Anderson’s ACT theory, which he called a cognitivist stimulus-response theory. ACT stands for Adaptive Control of Thought.  ACT theory distinguishes declarative knowledge (knowledge of facts and concepts, such as the fact that adjectives agree) from procedural knowledge (knowing how to do things in certain situations, such as understand and speak a language).

What is the natural order hypothesis?

The natural order hypothesis states that all learners acquire the grammatical structures of a language in roughly the same order. This applies to both first and second language acquisition. This order is not dependent on the ease with which a particular language feature can be taught; in English, some features, such as third-person "-s" ("he runs") are easy to teach in a classroom setting, but are not typically fully acquired until the later stages of language acquisition. The hypothesis was based on morpheme studies by Heidi Dulay and Marina Burt, which found that certain morphemes were predictably learned before others during the course of second language acquisition. The hypothesis was picked up by Stephen Krashen who incorporated it in his very well known input model of second language learning. Furthermore, according to the natural order hypothesis, the order of acquisition remains the same regardless of the teacher's explicit instruction; in other words,

The 2026 GCSE subject content is published!

Two DfE documents were published today. The first was the response to the consultation about the proposed new GCSE (originally due in October 2021) and the second is the subject content document which, ultimately, is of most interest to MFL teachers in England. Here is the link  to the document.  We are talking about an exam to be done from 2026 (current Y7s). There is always a tendency for sceptical teachers to think that consultations are a bit of a sham and that the DfE will just go ahead and do what they want when it comes to exam reform. In this case, the responses to the original proposals were mixed, and most certainly hostile as far as exam boards and professional associations representing the MFL community, universities, head teachers and awarding bodies are concerned. What has emerged does reveal some significant changes which take account of a number of criticisms levelled at the proposals. As I read it, the most important changes relate to vocabulary and the issue of topics