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| Just speaking English won’t get us very far in the world | Just speaking English won’t get us very far in the world |
| (25 days later) | |
| Simon Jenkins is accurate in nReadoting the falling numbers studying languages in the UK (Ignore the panic. There is little point learning languages at school, 25 August, theguardian.com). Almost everything else in his article flies in the face of the evidence. Reports from the British Academy, CBI, UK Trade and Investment and the British Council demonstrate not only the UK’s deficit in terms of language skills relative to its competitors, but also the clear benefits of learning languages across a whole range of domains such as health, security, business, diplomacy and intercultural understanding. | Simon Jenkins is accurate in nReadoting the falling numbers studying languages in the UK (Ignore the panic. There is little point learning languages at school, 25 August, theguardian.com). Almost everything else in his article flies in the face of the evidence. Reports from the British Academy, CBI, UK Trade and Investment and the British Council demonstrate not only the UK’s deficit in terms of language skills relative to its competitors, but also the clear benefits of learning languages across a whole range of domains such as health, security, business, diplomacy and intercultural understanding. |
| All the evidence shows clearly that speaking English is not enough in the contemporary world. The concept of “global English” is based on the very high numbers of people internationally who have learned English as a second language and who are therefore, by definition, bilingual or multilingual, benefiting from all the well-attested advantages – cognitive and other – of speaking more than one language. | All the evidence shows clearly that speaking English is not enough in the contemporary world. The concept of “global English” is based on the very high numbers of people internationally who have learned English as a second language and who are therefore, by definition, bilingual or multilingual, benefiting from all the well-attested advantages – cognitive and other – of speaking more than one language. |
| Contrary to the idea that languages are “easy to test, quantify and regiment”, many of the less quantifiable but crucial skills to be gained hinge on enhanced relationships and deep cultural understanding, both of which impact profoundly on business, politics and peace. Language is inextricably bound up with history, culture and economics, whose importance Jenkins fully acknowledges. | Contrary to the idea that languages are “easy to test, quantify and regiment”, many of the less quantifiable but crucial skills to be gained hinge on enhanced relationships and deep cultural understanding, both of which impact profoundly on business, politics and peace. Language is inextricably bound up with history, culture and economics, whose importance Jenkins fully acknowledges. |
| It is time to stop spreading the myth that we are not good at learning languages and will, in any case, only ever need English. Comments such as these, alongside arguments about languages as “specialist” skills, serve only to perpetuate the perceived elitism of language learning at post-primary level. | It is time to stop spreading the myth that we are not good at learning languages and will, in any case, only ever need English. Comments such as these, alongside arguments about languages as “specialist” skills, serve only to perpetuate the perceived elitism of language learning at post-primary level. |
| The Arts and Humanities Research Council (AHRC) has recently invested substantial sums into finding evidence-based solutions to the languages deficit in the UK through its Open World Research Initiative. These projects seek not only to provide language teachers in all types of schools with new tools and better methods for improving the language skills of the next generation, but also to demonstrate the value of languages to key issues of our time.Prof Wendy Ayres-Bennett University of Cambridge, Principal investigator, multilingualism: empowering individuals, transforming societies, Prof Janice Carruthers Queen’s University Belfast, AHRC priority area leadership fellow for modern languages, Prof Charles Forsdick University of Liverpool, AHRC theme leadership fellow for translating cultures, Prof Stephen Hutchings University of Manchester, Principal investigator, cross-language dynamics: reshaping community, Prof Katrin Kohl University of Oxford, Principal investigator, creative multilingualism | The Arts and Humanities Research Council (AHRC) has recently invested substantial sums into finding evidence-based solutions to the languages deficit in the UK through its Open World Research Initiative. These projects seek not only to provide language teachers in all types of schools with new tools and better methods for improving the language skills of the next generation, but also to demonstrate the value of languages to key issues of our time.Prof Wendy Ayres-Bennett University of Cambridge, Principal investigator, multilingualism: empowering individuals, transforming societies, Prof Janice Carruthers Queen’s University Belfast, AHRC priority area leadership fellow for modern languages, Prof Charles Forsdick University of Liverpool, AHRC theme leadership fellow for translating cultures, Prof Stephen Hutchings University of Manchester, Principal investigator, cross-language dynamics: reshaping community, Prof Katrin Kohl University of Oxford, Principal investigator, creative multilingualism |
| • There are different ways to get up a hill: walking up, practising navigation, exploring the landscape, getting exercise; or choosing a cable car and taking a selfie on the top. Likewise, education can be a path of exploration, in which not only the final result counts but everything learned on the way. Or it can be an exam selfie, “been there, done it”. | • There are different ways to get up a hill: walking up, practising navigation, exploring the landscape, getting exercise; or choosing a cable car and taking a selfie on the top. Likewise, education can be a path of exploration, in which not only the final result counts but everything learned on the way. Or it can be an exam selfie, “been there, done it”. |
| Simon Jenkins criticises the current trend to reduce education to league tables, replacing the path of learning experience through a screenshot of exam results. But his argument against learning foreign languages attacks precisely what he is defending. He extols “speaking, listening, debating”, “guiding pupils through the human drama of literature”, “revelling in culture”. Well, that’s exactly what language learning is about: a path of exploration (to use a popular German term: Wanderung) through the landscapes of history and culture, science and technology, politics and economics. It makes you understand people, their way of thinking and doing things. It is also a mental exercise, which, as recent research shows, improves attention and understanding of other points of view, delays cognitive ageing and dementia, and leads to a better recovery from stroke. It is an example of learning for life rather than just for exams. And it is not easy to measure; testing vocabulary tells us as much about knowledge of languages as listing dates about understanding history. I agree that we should focus on “what is important”. That’s why we need languages. | Simon Jenkins criticises the current trend to reduce education to league tables, replacing the path of learning experience through a screenshot of exam results. But his argument against learning foreign languages attacks precisely what he is defending. He extols “speaking, listening, debating”, “guiding pupils through the human drama of literature”, “revelling in culture”. Well, that’s exactly what language learning is about: a path of exploration (to use a popular German term: Wanderung) through the landscapes of history and culture, science and technology, politics and economics. It makes you understand people, their way of thinking and doing things. It is also a mental exercise, which, as recent research shows, improves attention and understanding of other points of view, delays cognitive ageing and dementia, and leads to a better recovery from stroke. It is an example of learning for life rather than just for exams. And it is not easy to measure; testing vocabulary tells us as much about knowledge of languages as listing dates about understanding history. I agree that we should focus on “what is important”. That’s why we need languages. |
| If all you want from Germany is a selfie in front of the Brandenburg Gate, you won’t need any German. But to understand German history, culture and people, do business with them and learn from them, you’ll be better off learning at least a bit of their language.Dr Thomas H BakReader in human cognitive neuroscience, University of Edinburgh | If all you want from Germany is a selfie in front of the Brandenburg Gate, you won’t need any German. But to understand German history, culture and people, do business with them and learn from them, you’ll be better off learning at least a bit of their language.Dr Thomas H BakReader in human cognitive neuroscience, University of Edinburgh |
| • I find it odd that Anne McElvoy takes exception to the attainment of top marks in A-level languages by native speakers of the languages in question (Any future exam overhaul will need a lot of explaining, 25 August). Would she prevent English native speakers being awarded top marks in English in order to create a level playing field for mother-tongue speakers of other languages taking that subject? | • I find it odd that Anne McElvoy takes exception to the attainment of top marks in A-level languages by native speakers of the languages in question (Any future exam overhaul will need a lot of explaining, 25 August). Would she prevent English native speakers being awarded top marks in English in order to create a level playing field for mother-tongue speakers of other languages taking that subject? |
| When I was a student in Germany, studying German, I wouldn’t have dreamed of claiming that German fellow students had an unfair advantage. Indeed, I would have thought it plain daft to do so. Each language (and the associated literature) contains challenges both for native and non-native speakers.David HeadPeterborough | When I was a student in Germany, studying German, I wouldn’t have dreamed of claiming that German fellow students had an unfair advantage. Indeed, I would have thought it plain daft to do so. Each language (and the associated literature) contains challenges both for native and non-native speakers.David HeadPeterborough |
| • Simon Jenkins thinks learning languages at school is a waste of time. We disagree. | • Simon Jenkins thinks learning languages at school is a waste of time. We disagree. |
| It’s not true, as he claims, that “Europe is universally adopting English as a lingua franca”. Get away from the big tourist resorts, and you’re probably lost without some knowledge of the local language. According to the Guardian (Most Europeans can speak multiple languages. UK and Ireland not so much, 26 September 2014, theguardian.com), only 38% of Europeans claim to be able to operate in English. And what arrogance to make others do the hard work. European languages are relevant to young people. | It’s not true, as he claims, that “Europe is universally adopting English as a lingua franca”. Get away from the big tourist resorts, and you’re probably lost without some knowledge of the local language. According to the Guardian (Most Europeans can speak multiple languages. UK and Ireland not so much, 26 September 2014, theguardian.com), only 38% of Europeans claim to be able to operate in English. And what arrogance to make others do the hard work. European languages are relevant to young people. |
| It is true, as he admits, that a language such as German may be needed by some; and it is true that such a language can be learned later in life – but how much harder if you’ve never learned any foreign language at all at school! According to the national curriculum, that’s what school language lessons are for: “Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.” | It is true, as he admits, that a language such as German may be needed by some; and it is true that such a language can be learned later in life – but how much harder if you’ve never learned any foreign language at all at school! According to the national curriculum, that’s what school language lessons are for: “Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.” |
| It’s not true that languages are only taught because “they are easy to test, quantify and regiment”. In fact, they’re very hard to test fairly, as Ofqual and the DfE have recently accepted. There’s a much better reason for teaching them: that they’re really interesting and mind-opening, and appeal to the same mental faculties as maths. (That’s becoming increasingly clear from the rise and rise of the UK Linguistics Olympiad.)Richard Hudson Emeritus professor of linguistics, UCL, Dr Louise Courtney Lecturer in language, education and research methods, Reading University, Dr Marcello Giovanelli Senior lecturer in English literature, Aston University, Dr René Koglbauer Senior Lecturer, Newcastle University; Chair of Board of Trustees, Association for Language Learning, Prof Terry Lamb Professor of languages and interdisciplinary pedagogy, University of Westminster, Dr Gee Macrory Principal lecturer in education, Manchester Metropolitan University, Dr Emma Marsden Senior lecturer in second language education, University of York | It’s not true that languages are only taught because “they are easy to test, quantify and regiment”. In fact, they’re very hard to test fairly, as Ofqual and the DfE have recently accepted. There’s a much better reason for teaching them: that they’re really interesting and mind-opening, and appeal to the same mental faculties as maths. (That’s becoming increasingly clear from the rise and rise of the UK Linguistics Olympiad.)Richard Hudson Emeritus professor of linguistics, UCL, Dr Louise Courtney Lecturer in language, education and research methods, Reading University, Dr Marcello Giovanelli Senior lecturer in English literature, Aston University, Dr René Koglbauer Senior Lecturer, Newcastle University; Chair of Board of Trustees, Association for Language Learning, Prof Terry Lamb Professor of languages and interdisciplinary pedagogy, University of Westminster, Dr Gee Macrory Principal lecturer in education, Manchester Metropolitan University, Dr Emma Marsden Senior lecturer in second language education, University of York |
| • Those who believe in English as a lingua franca should try negotiating a deal in English with foreigners who can fall back on their own language to discuss details among themselves while you look on in uncomprehending silence. | • Those who believe in English as a lingua franca should try negotiating a deal in English with foreigners who can fall back on their own language to discuss details among themselves while you look on in uncomprehending silence. |
| I have visited innumerable schools where teenagers enjoyed making the sounds that distinguish other languages from our own. My seven-year-old granddaughter was delighted recently to rehearse questions and deal with responses from an elderly man we encountered by chance in a market square in France. To squash this kind of enthusiasm with jeremiads about the uselessness of foreign languages is a crime against the spirit. And it is an offence against the many language teachers in schools and universities whose passion and enthusiasm open doors and windows on to landscapes far removed from the god-forsaken, tongue-tied place that England is becoming. | I have visited innumerable schools where teenagers enjoyed making the sounds that distinguish other languages from our own. My seven-year-old granddaughter was delighted recently to rehearse questions and deal with responses from an elderly man we encountered by chance in a market square in France. To squash this kind of enthusiasm with jeremiads about the uselessness of foreign languages is a crime against the spirit. And it is an offence against the many language teachers in schools and universities whose passion and enthusiasm open doors and windows on to landscapes far removed from the god-forsaken, tongue-tied place that England is becoming. |
| I learned French to the age of 20 without setting foot on foreign soil but my life has been immeasurably enriched by my ability to discover new friends and fresh perspectives on life through reading and speaking a foreign language. | I learned French to the age of 20 without setting foot on foreign soil but my life has been immeasurably enriched by my ability to discover new friends and fresh perspectives on life through reading and speaking a foreign language. |
| It may even postpone the onset of senile dementia. Simon Jenkins should try it now, before it’s too late.David H WalkerEmeritus professor of French, University of Sheffield | It may even postpone the onset of senile dementia. Simon Jenkins should try it now, before it’s too late.David H WalkerEmeritus professor of French, University of Sheffield |
| • Join the debate – email guardian.letters@theguardian.com | • Join the debate – email guardian.letters@theguardian.com |
| • Read more Guardian letters – click here to visit gu.com/letters | • Read more Guardian letters – click here to visit gu.com/letters |
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