S & B: How is CILT involved in promoting multilingualism as well as the value of languages and language learning in the UK?
Kathryn Board: We believe that language learning has to relate to pupils' own experiences and aspirations. It can't be a detached, purely academic discipline. And we know that our schools are increasingly multilingual places - the latest figures show that nearly 17% of primary pupils and more than 12% of secondary pupils already speak another language at home as well as English. So every pupil is surrounded by multilingualism and the teaching of foreign languages has to take that into account. We currently provide a range of support for both primary and secondary schools, we undertake and publish research, train teachers of languages, and engage with the international community through our work with the European Centre for Modern Languages and schemes such as the European Language Label. Starting in school is the best preparation for a future in an international working place.
S & B: How do you promote multilingualism in terms of business-relations?
Kathryn Board: The approach is the same as within any sphere of activity - by bringing forward evidence of its value and entering into a dialogue with those who can make change happen. CILT has shown, through the ELAN study we carried out for the European Commission, how much businesses are losing through language and cultural barriers, and we have brought forward examples of companies which are using languages strategically to grow and develop their businesses. Businesses are working in an increasingly international and competitive environment and, according to research carried out by the EU, many more SMEs think their companies have the potential to export than actually do at present. People with languages can help to plug that gap, but we need to recognise that what business needs is not always what the education system can - or indeed thinks it should - provide. There needs to be more dialogue between the education and business worlds to create the mutual understanding necessary to improve the match of supply and demand.
S & B: How do you rate the impact of foreign languages on British business?
Kathryn Board: Both the ELAN survey and other comparative research on multinationals have shown that British companies are more complacent about the need to use other languages than their counterparts abroad. However, the British Chambers of Commerce study of 2004 showed that exporting companies which use languages proactively as part of their business strategy achieve on average 45% more sales than those which don't. These points are getting through to British business and recent CBI surveys have shown that a large proportion of UK businesses do actively recruit for people with language skills, and that they value not only language skills, but the international mindset and cultural savoir-faire that goes with them.
S & B: The earlier, the better! The BLC programme supports schools and businesses in working together to motivate and inspire young people in the UK to learn languages for work. Could you please explain to our readers how the programme works?
Kathryn Board: The Business Language Champions model involves partnerships between schools and businesses which use languages. We brokered over 300 partnerships over a two year period, involving multinationals like Novotel, high street names such as Boots, and small local manufacturers. Each partnership set up its own programme of work, which involved, typically, visits to the company by teachers and pupils, developing learning materials based on the company's activities, mentoring, or work experience for groups of pupils. The idea is that both sides benefit: pupils and teachers get a clearer idea of how languages are used in a business, and this brings the learning to life. Businesses benefit in all sorts of ways from outreach into their local community. Feedback on the scheme has been incredibly positive from both sides and we hope we can find new ways to continue this work now that it is no longer centrally funded.
S & B: CILT's Language Trends annual survey highlights the continuous decline of students choosing to study modern languages. How do you counteract this trend?
Kathryn Board: The reason for the decline in students taking languages was the government's decision to make languages an optional rather than a compulsory subject after 14. This was combined with pressure on schools to improve pupils' performance in GCSE exams - but without specifying which subjects. As languages are seen by both pupils and schools as a 'hard' subject, there was what has been described as a 'perverse incentive' to move children out of languages and into subjects where they could be more confident of getting better results. Now the government wants to reverse this by giving more weight to traditional academic subjects like languages and introducing an 'English Baccalaureate' which is an overarching certification for students who pass exams in 5 key subjects, including a modern or an ancient language. We'll continue to monitor the situation very closely through the Language Trends survey and to support teachers to make language learning a stimulating and productive experience for all pupils. We also need to continue to stress the wider benefits of language learning for opportunities in adult life.
S & B: Where do you see concrete benefits of current projects, e.g. the 'English Baccalaureate'?
Kathryn Board: The current government has made a number of very positive statements about languages and wishes to reverse the decline in the number of students learning languages beyond the age of 14. Anecdotal feedback indicates that the English Baccalaureate is already having some impact on the way that schools are structuring their timetables and the choices of subjects they offer students at 13-14. However, we are conscious that there is much more to our mission than a simple numbers game. It is no use large numbers of students taking languages if they do not find it a rewarding and productive experience. We need to ensure that language teachers are well supported in terms of all those external factors which can constrain or liberate them as professionals. I am thinking of the exam system and assessment regime, timetabling, resources, access to training and extra-curricular activities which motivate learners.
S & B: What are your personal experiences regarding multilingualism and intercultural competences?
Kathryn Board: I regard myself as extremely fortunate to have had a long career that has been shaped by multilingualism and intercultural competence. Working in a wide range of countries for the British Council gave me the opportunity to develop language skills and to see first-hand the enormous benefits of intercultural competence. Business, international agreements and projects are founded on strong relationships in which there is mutual respect and understanding and relationships cannot be forged without linguistic and intercultural competence. I could certainly not have done my job in Afghanistan, Germany, Colombia or Peru without language skills and a passion to understand and appreciate cultural differences and similarities.
July 2011
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