Pupils» lack of enjoyment of language lessons was highlighted to delegates by Ian Bauckham, chair of the
review of modern foreign language pedagogy in key stage 3 and 4 by the Teaching Schools Council published in November last year.
The «dull»
content of modern foreign languages lessons, which one delegate said was «intellectually insulting» to pupils, was being made worse by a decline in exchange trips that would otherwise bring vocabulary to life.
Bauckham has advised the government before, both as the author of a review
of modern foreign languages last year and as a member of the headteacher board for the south east of England and south London.
She added that other factors included «brutal cuts» to support services for the teaching
of modern foreign languages such as Cilt Cymru «and the fact that we start teaching languages too late - the older we get, the harder it is, and age 11 is already a late start in terms of language learning.»
«The drop in attainment of grades A * to C and plummet in
uptake of modern foreign languages are particularly disturbing, and do not bode well for Wales» future economic prospects,» Mr Millar said.
Schools will have to find more than 2,000 «missing» teachers to meet the government's demand for the
inclusion of a modern foreign language in the English Baccalaureate (EBacc), Schools Week can exclusively reveal.
If, as a 2010 report («Doing God in Education») by the think - tank Theos suggests, not even the
teaching of modern foreign languages is immune from what it calls «the contemporary love affair with consumerist individualism», where should Catholic teachers turn for their teaching materials?
These include both the teaching of English as a foreign or second language, and the teaching
of modern foreign languages.