Learning modern foreign languages at a boarding school

Since its removal from the core GCSE curriculum in 2004, the number of pupils in the UK taking GCSE languages has been in decline. According to a recent survey published by the European Commission, just 38 per cent of people in the UK can speak one foreign language, well below the European Union average of 56 per cent. With A-level courses in some schools becoming unsustainable and university language courses closing, it could be said that the future of modern foreign languages in schools looks bleak. However, the benefits of learning a foreign language are plentiful. As well as the economic benefits of learning languages in terms of improved trading between countries worldwide, languages help us to meet new people, learn new skills and expand career opportunities and they make foreign travel easier. Schools therefore have a responsibility to ensure pupils understand the advantages of studying a foreign language.

In a boarding community where diversity is valued and different cultural backgrounds are celebrated, the study of modern foreign languages is more important than ever. It is important to ensure that pupils receive a broad linguist diet by choosing a linguistic focus and rationale upon which to base the curriculum. In UK schools, this focus is very often on Europe, with French, German and Spanish on the curriculum (although many independent schools also offer Russian, Mandarin, Arabic or Japanese). The aim is to equip pupils with a basic understanding and knowledge of the two main language systems of Europe – the Romance languages of the south and the Germanic languages of the north. It is hoped that having such a rationale will enable pupils to have a positive, enjoyable and informative experience of modern language teaching and encourage an awareness of the communities at large, around the world, which share the target languages and cultures. French is still the most commonly taught language in English secondary schools, although over the last 20 years, there has been a decline in numbers taking French and German with a significant rise in Spanish.

Celebrating Culture And History

Language learning celebrates the cultural traditions and history of the target language while learning about the lifestyle and issues associated with young people today. In modern foreign language departments throughout the UK, the emphasis should be on learning that extends beyond the classroom to allow full engagement and ultimately a love of the language, the country, its people and its culture. This can be achieved in a number of ways.

Visits or exchange programmes provide students with the opportunity to immerse themselves in the language and culture of a country. Sadly, annual trips to France,

Deputy Head Pastoral, Monmouth School for Girls

Germany and Spain were missing from the co-curricular programme with the uncertainty of foreign travel and the restrictions imposed by the COVID-19 pandemic, but schools still took part in online programmes and activities.

At Monmouth School for Girls, Year 9 pupils took part in an online exchange programme with a German school where they shared video podcasts to talk about cultural differences involving the Christmas period.

It is important to enthuse and inspire pupils by offering a stimulating learning environment within the classroom. Competitions are also a great way to get pupils involved with language. From poetry recitations and Christmas card designing to songs and inter-schools debating competitions, there are no limits to what schools can offer pupils in language activities outside the classroom. The Dresden Scholarship programme is an excellent initiative, where selected Year 13 students are sent to the University of Dresden to follow an academic programme, while living and immersing themselves in student life in the city. The

Oxford German Olympiad is another popular competition that gives students the opportunity to extend their subject knowledge and compete against other likeminded linguists at a national level. These opportunities enrich students and build confidence, giving them the chance to use their language in creative and imaginative ways.

Work experience abroad is also a fantastic addition to any CV and a great way to build confidence, learn new skills and improve communicating in the target language. It is something that certainly benefited me as a sixth-form student and cemented my desire to follow a career in modern languages. Taking part in such initiatives also develops vocabulary and a firm grasp of grammar, enabling pupils to achieve their potential in external examinations.

I am always amazed by the creativity of pupils when coming up with ideas to promote languages. There is nothing more satisfying than seeing pupils getting enthused and excited by something for which you share a mutual love.

Here at Monmouth School for Girls, with the Year 9 German Christmas Market trips cancelled, pupils recreated the markets in our own school corridors and ran the stalls themselves, with proceeds going to charity. For European Day of Languages pupils and staff who were fluent in a second language offered a ‘blind date’ of taster lessons to promote their own language. To the delight of all those who participated, pupils interested in learning a new language were randomly allocated lessons in Turkish, Afrikaans, Arabic, Japanese and Hindu, to name but a few of the options on offer.

Pupils should be taught the benefit of language learning from an early age. They need to know that all languages are valuable. The acquisition of any language can expand linguistic capability, enhance employability, enrich cultural understanding and provide a valuable resource which helps to overcome communication barriers.

Rachel Rees is Deputy Head Pastoral at Monmouth School for Girls having previously held the post of Director of Sixth Form. Before this, she taught at Langley Park School for Boys in Beckenham and The Ravensbourne School in Bromley. She has 21 years’ experience teaching modern foreign languages throughout the key stages in both state and independent schools. She is completing a MEd in Educational Leadership and Management at Buckingham University.