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Meeting of the Parliament 24 May 2012

24 May 2012 · S4 · Meeting of the Parliament

Item of business

Languages (Improving Opportunities)

Smith, Liz Con Mid Scotland and Fife Watch on SPTV

In recent weeks politicians, including many in this Parliament, have been on the receiving end of some very blunt advice from employers in Scotland, much of it relating to the employability—or, sadly, otherwise—of some of our graduates and young apprentices. Some of that advice, which in many respects is similar to the advice that Willy Roe provided when he produced his report a year ago, has not made for comfortable reading. Too many youngsters are being castigated for a poor grasp of basic numeracy and literacy, for a lack of effective communication skills, for a failure to recognise the need for teamwork, for not having appropriate expectations in the workplace and, sadly, for not showing too much commitment. There has also been criticism when it comes to science, technology, engineering and mathematics—the STEM subjects—and foreign language skills, particularly from companies that are heavily involved in the production of major Scottish exports.

As the minister has said, the statistics for language teaching also give slight cause for concern. There has been a significant decline in the number of young people in the United Kingdom studying some of the key modern languages, and that has been accompanied in Scotland by similar declines in the numbers studying for some Scottish Qualifications Authority higher exam subjects, particularly German and French. The education and employers task force concluded that the UK has the worst language skills of the 27 European Union countries.

There has been concern in some quarters about teacher training places in foreign languages. There is obviously a very sharp concern about the decline in the number of foreign language assistants and, in particular, the number of local authorities who are now taking them on.

Although it would be easy to exaggerate the extent of the problem, far too many people—including many key employers—are speaking about it for us to ignore the need for radical improvement and for refocusing on the correct priorities.

I compliment the Scottish Government on its motion, but we must be thoroughly realistic—I am in some agreement with the Labour Party in this respect—about tackling the malaise that currently makes us bottom of the class. Apart from pursuing the laudable aims that are contained in the report, we must listen carefully to what language teachers are saying.

First, they are saying that when schools choose to start languages in primary school, it is essential that they ensure that the teachers have adequate subject knowledge and are fluent speakers themselves. Obviously, there must be a passion and enthusiasm not only for teaching the language but for its culture.

Secondly, they make the important point that there must be progression in the learning. It must not just be a varied selection of bits and pieces, or what many schools describe as taster lessons; there must be a methodical progression if we are to ensure that the subject can be properly developed in secondary school, otherwise I think that we lose some pupils and we certainly lose some teachers who might otherwise aspire to go on and develop other languages.

They also make the very strong point that we cannot expect there to be sufficient rigour in language teaching unless the pupils have a proficiency in English. Many language teachers will say that they find life increasingly difficult because too many of their pupils come to them without a good grasp of basic grammar in English and therefore, naturally, have little chance of picking up a second language, never mind a third.

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Meeting of the Parliament 24 May 2012

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