Seven hundred reasons for studying languages- Book Summary - English literature, Summaries of English Literature

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Seven hundred reasons for studying languages Angela Gallagher-Brett www.llas.ac.uk/700reasons reasons for studying languages …go on, pick one Executive Summary 2 Why study languages? 4 Overview of main findings 5 Construction of taxonomy 6 Methodology 18 Detailed presentation of findings 19 Discussion 26 Conclusion 29 References 30 Acknowledgements 35 Appendix 1 36 Appendix 2 37 Appendix 3 43 Contents This project has set out to compile a detailed list ofpossible reasons for language learning obtainedfrom academic literature, policy documents and language learners themselves and in so doing to provide a tool which can be used: To promote language study To inform the design of courses The principal outcome of the study has been the pro- duction of an online database consisting of more than 700 reasons, which can be updated as appropriate and is available on the Subject Centre website at: www.llas.ac.uk/700reasons. Details of this are available on a promotional postcard. A poster illustrating selected rationales has also been designed. It is hoped that the 700 reasons for studying languages will facilitate the mar- keting of languages and will support educators in encouraging secondary school students to continue with languages (and to consider doing language degrees) and in encouraging undergraduates to add a language unit to their degree programme.The rationales should also con- tribute to the design of course programmes and individ- ual units and assist in the broadening of overall course aims and objectives. The project has been guided by one key research question: Why study languages? The 700 reasons database is offered as a non-hierar- chical taxonomy of quotations. It is not intended to sug- gest that any particular reasons for language study are more important than any others. Reasons for studying a wide variety of languages have been considered. Some reasons apply to the learning of all languages, while oth- ers can obviously only relate to one particular language or group of languages. However, the taxonomy itself con- sists of a set of general rationales for language learning. Efforts have been made, as far as possible, to avoid men- tioning individual languages by name because it is hoped to advance the benefits of language study in general, rather than to promote one language at the expense of another (although in a few cases this has been unavoid- able). Reasons for learning English as a second or addi- tional language have not been specifically included in the research.This is because the position of English as global lingua franca means that a quite different set of rationales is in operation in comparison with all other languages. Additionally, English is quite simply not under threat in the way that many other languages are. Reasons for lan- guage learning at different levels of education have also been taken into account.The taxonomy is not, however, an exhaustive list. There are clearly very particular rea- sons for studying certain languages in addition to those found during the course of the project. Also, the sample of learners who participated in the study provided some highly individual descriptions of why they were learning languages. A different group of learners may well have produced different rationales. The scope of the study has not included a focus on the reasons why students do not want to learn languages. This has been the subject of exploration by others (e.g. McPake et al., 1999;Watts, 2003). The research was undertaken by the Subject Centre for Languages, Linguistics and Area Studies at the University of Southampton between October 2003 and October 2004. One of its sources of funding was a grant received from the Higher Education Funding Council for England (HEFCE) to examine the meaning of employa- bility for the relevant subject communities. This report sets out to describe the research process and findings. Why reasons to study languages are needed The main impetus behind the project was a report which investigated the changing patterns of language learning at 16-19 and in higher education, 'A new land- scape for languages' (Kelly and Jones, 2003).The authors recommended that 'rationales for studying languages should be collected and classified' (p. 35) on the grounds that this would help to inform public opinion of the ben- efits of language learning and would also provide infor- mation which could be utilised for the purposes of cur- riculum development and innovation. There have been other calls for consideration to be given to reasons for language study at all stages of edu- cation. A lack of clarity surrounding the purposes of lan- guage learning, from primary through to undergraduate level was highlighted by Grenfell (1999). Particular con- cern appears to exist about the utilitarian rationale that underpins much language learning in schools, for exam- ple Mitchell (2003: 120) has suggested that: Classroom procedures generally focus on the development of practical language skills. Thus Modern Foreign Language (MFLs) education as currently implemented in schools seems to be driven by a quite narrowly instrumental rationale. Why study languages? 4 Starkey (2000) similarly drew attention to the apparent emphasis in both the National Curriculum and the GCSE examinations on the language learner as consumer, and Pachler (2000) argued for the aims of language teaching and learning in schools to be investi- gated. Finally, second language motivation researchers (e.g. Oxford and Shearin, 1994) have stressed the impor- tance, for motivation purposes, of teachers understand- ing the reasons why learners are studying languages. In addition to all this, language learning in the UK cur- rently appears to be at something of a crisis point. The Nuffield Languages Inquiry (2000) pinpointed problems of motivation among many secondary school language learners and reported that nine out of ten students choose not to continue with language study post 16. University modern language departments are experi- encing difficulties with student recruitment at a time when the higher education sector in general is undergo- ing expansion. Kelly and Jones (2003) found that applica- tions for language degrees have been declining at a rate of about 4-5% annually over the last decade. It has more lately been reported under a series of dramatic head- lines such as 'Language crisis mars A-level triumph', 'Language crisis looms' and 'Languages dying of ennui' (The Times Educational Supplement, August 27, 2004; August 20, 2004; June 11, 2004), that the numbers of stu- dents taking GCSE and A-level examinations in lan- guages are falling and are likely to continue to decline now that language learning is optional post 14. Against this backdrop, the Chief Inspector of Schools, David Bell recently underlined the need for learners to be made aware of the benefits of language study (Education Guardian, October 5, 2004). These factors point to a substantial need for reasons for language learning to be investigated and more clear- ly defined. Overview of main findings This section provides a brief summary of key issues that emerged during the research.The research methodolo- gy and the project findings are described in detail later on in this report. The project consisted of two main phases: a literature review and a fieldwork phase. An initial survey of the lit- erature resulted in a list of several hundred reasons for studying languages.These were arranged into a broad set of categories and included the following themes: a) Citizenship (UK and EU); b) Communication; c) Economic, Social and Political Dimension; d) Democracy; e) Diversity; f) Employability; g) Environmental Sustainability; h) Equal Opportunities; i) Globalisation; j) Identity; k) Intercultural Competence; l) International Dimension, Foreign Policy etc.; m) Key Skills; n) Language Awareness; o) Mobility/Travel; p) Multilingualism; q) Personal and Social Development of the Individual; r) Values. Following on from this, information on reasons for study- ing languages was collected from language learners themselves by means of questionnaires and focus group interviews. It was decided to concentrate on obtaining data from 16 to 19 year olds and undergraduates because their views were most likely to be of interest to the Subject Centre's constituency in higher education (HE) modern language departments.This is, therefore, a study across two sectors. Learners' rationales were sub- sequently added to the existing list, which resulted in a total of more than 700. Participants' reasons for study- ing languages proved to be very varied and seemed to raise the following issues: Language learners value the personal benefits of language learning The data gathering process revealed a high level of learner identification with, and support for, the personal benefits associated with language learning, such as com- munication, travel and employability. Language learning is enjoyable The findings that will be presented here seem to indicate that the vast majority of learners who study languages in a post-compulsory setting find them enjoyable. Most learners claimed to be studying languages for reasons of personal satisfaction, such as enjoyment, fun, interest and challenge. 5 Because it's polite.We shouldn't expect other people to be able to speak English (sixth former)‘‘ ‘‘ Language learners acknowledge the possibility of employability gains but this is not the main reason for studying languages A huge 86% of participants in this research expressed an expectation that a language would be helpful to their future career goals. However, in terms of motivation to study languages, the prospect of gaining an employability advantage was less important for these learners than the personal satisfaction resulting from language learning. Language learners believe that languages promote better relationships with others (individuals and countries) There appeared to be strong endorsement among par- ticipants for the view that language proficiency facilitates better relationships with other countries. Reasons for studying languages which stress the importance of rela- tionships with people, such as cultural understanding of others, wanting to communicate, meeting people and making friends also featured prominently. Language learners are uncertain about the existence of strategic benefits of language learning for the UK and EU In comparison with the recognised personal benefits of language learning, respondents appeared to be far less aware of any potential significance of languages for the economic well being of the UK, the national security of the UK and EU citizenship. Language learners are interested in learning about culture Clear interest was expressed in learning about, and gain- ing an appreciation of, other cultures as well as the study of related subjects such as history, geography and politics along with the language. Some language learners are motivated because they experience success and find languages easy, while others seem attracted by the perceived difficulty of languages Rationales relating to the previous experience of suc- cess, being good at languages and finding them easy were a clear factor for some of the learners surveyed. Conversely, the idea that languages are challenging and elitist appeared to underpin other reasons produced by participants. These findings and their potential implications are con- sidered in the discussion section of this paper. Construction of taxonomy As already stated, the data collection process produced a list of more than 700 reasons for language learning. At this stage a refining of the hitherto general categories was undertaken in an attempt to combine the literature review findings with the information from language learners in order to produce a workable taxonomy.The categories were allocated relevant keywords, most of which were already in use on the Subject Centre web- site.A total of 70 keywords have been used, which relate to a series of themes, aspects of language learning, edu- cational sectors, specific types of language programme and broad social and political entities.The keywords can best be described as 70 important areas in which lan- guages count. The process of assigning keywords to rationales proved to be difficult and its outcome reflects, to a cer- tain extent, the subjective judgments of members of the research team. However, every effort has been made to be as consistent as possible in interpreting the keywords and allocating reasons to them, although there are instances of overlap between keywords and not all cat- egories are discrete (e.g. Key Skills and Communication). Most of the reasons for studying languages touch on more than one theme and have therefore been allocat- ed more than one keyword in the online taxonomy as appropriate, e.g. The assumption is that increased foreign trade, closer European links, the effects of globalisation and even the war on terrorism will increase the demand for skilled linguists in an increasing range of languages (Connell, 2002: 3). In the searchable database, this example will appear with all these keywords: Business, Diversity, Employability, EU, Globalisation, International Relations, National Security. There are wide variations in the number of reasons belonging to each keyword, ranging from Aesthetics with two reasons to much larger categories such as Key Skills with over 100.The student participants generated ratio- nales which fitted into more than 50 of the 70 cate- gories. It is perhaps noteworthy that the Personal Satisfaction category consists mostly of learners' reasons for studying. Certain keywords did not attract any learn- er rationales. These included Citizenship, Democracy, Identity and Sustainability. 6 9 ‘ ‘ ‘ ‘If you are travelling around the world, speaking the language isbetter than shouting(undergraduate: IWLP) 10 1. Academic Skills Instruction in a foreign language can have a direct effect on the development of cognitive processes (Swarbrick, 2002: 14) A language expands your range of thinking (sixth former) 2. Accessibility In a multilingual world a modern language has enormous benefit to offer all students at primary or secondary school, regardless of their age or their aptitude, their starting or their finishing point, and including those with special needs. The benefit arises from their being able to access and interact with real people who speak and use other languages and to engage with relevant, interesting and up-to-date information presented by modern means (Scottish Executive, Ministerial Action Group on Languages, 2000: 7) 3. Aesthetics Language training has an aesthetic and artistic value (Leathes Report, 1918; cited in Byram, 1997: 52) Some languages are beautiful (sixth former) 4. Autonomy Residence abroad {as part of a languages degree programme} represents highly autonomous learning (Coleman, 2004) If you do a language degree, your year abroad will show you have many good qualities such as independence etc.(language undergraduate) 5. Business Some exporters give little consideration to the possibility that there might be language and cultural differences between themselves and customers in overseas markets and that their business is significantly affected by ignoring these differences (Stevick, 2003: 5) Languages are useful for trade (sixth former) 6. Careers Career opportunities in the leisure and tourist industries exist for well-qualified people with a blend of land-based and management skills to devel- op these amenities, and of course the addition of foreign language skills can only enhance European and international employment opportunities (King and Thomas, 1999: 123) A language could help you if you want to work in the fashion industry, you'll be able to travel to Paris etc. (sixth former) 7. Citizenship The pedagogy associated with language learning provides a further contribution of languages to citizenship. Communicative methodology is itself democratic. Skills developed in language classes are thus directly transferable to citizenship education, i.e. discussing in pairs, expressing opinion, working with others, taking part in public discourse (Starkey and Osler, 2003: 32) 8. Communication British nationals' interaction can only be responsive: they cannot initiate communication on equal terms with other EU member states. In other words, they are less powerful than those who have greater linguistic skills (Willis, 2003: 302) A language helps you to communicate adequately in that country and to help people from those countries when they come here (sixth former) 9. Creativity Plurilingualism enhances creativity (Skutnabb-Kangas, 2002: 14) 10. Critical Thinking International and foreign language education is a break with the focus on our own society in order to find new perspectives which allow us to be critical of our assumptions (Byram, 2002: 47) Learning a language means that you can read the foreign press which perhaps gives you a different stance/viewpoint on world events (language undergraduate) 11 11. Culture Part of the reason for having second or foreign languages in the curriculum is the signal which this provision sends regarding the room which a school very visibly makes for the study of other cultures (Williams, 2001: 47) Speaking with people from different cultures is very enriching. Languages enable you to do this (language undergraduate) 12. Democracy Language learning is a key component of education for democratic citizenship; a participative process, which inter alia: • Equips men and women to play an active part in public life and to shape in a responsible way their own destiny and that of their society; • Aims to instil a culture of human rights; • Prepares people to live in a multicultural society and to deal with knowledge, sensibly, tolerantly and morally; • Strengthens social cohesion, mutual understanding and solidarity (Council of Europe, 1999, cited in Starkey, 2002: 95-96) 13. Diversity The more languages we study, the fuller our picture of the human linguistic options will be. Languages which are off the beaten track are especially important, as their isolation means they may have developed features which are not found in other languages (Crystal, 2000: 55) 14. Economic, Social and Political Dimension For the English-speaking countries themselves, the emergence of English as an international lingua franca is not an unmixed blessing. For Britain especially, it masks the effects of the loss of imperial dominance, encourages complacency and perpetuates a sense of superiority as a result of a position in unequal international communication based simply on linguistic advantage but no longer corresponding to the realities of political and economic relations (Trim, 1999: 12) Learning another language gives you a wider understanding of world affairs (language undergraduate) 15. Education Learners' heightened awareness, not only of other languages, cultures and peoples but also of themselves as cultural beings is a major contribution of language teaching to their education (Byram, 1997: 57) 16. Employability Monolingual speakers of any variety of English - American or British - will experience increasing difficulty in employment and political life (Graddol, cited in Schmidt, 2004) It's very good for public relations to be able to speak to different parts of a multinational company or its suppliers in their own language regardless of whether they can speak English fluently. People are much more confident expressing themselves in their native tongue and open to persuasion, convincing, asking for things. It does work miracles (language undergraduate) 17. English Mother Tongue Learning a new language improves the use of English. Learning another language gives the learner valuable insights into the way the mother tongue works (The Nuffield Languages Inquiry, 2000: 31) Learning another language improves your English language skills (sixth former) 18. Equality There are socio-political arguments for language study which are concerned with helping students to understand issues of power, domination, and subordination related to language, language use, language status and language attitudes (Reagan, 2004: 233) Language learning promotes equal opportunities (language undergraduate) 19. EU The European Union is built around the free movement of its citizens, capital and services. The citizen with good language skills is better able to take advantage of the freedom to work or study in another member state (Commission of the European Communities, 2003: 9) If you want to work for the EU, then a language is pretty important (sixth former) 14 36. Languages for Specific Purposes Vocationally-oriented language learning fosters key skills, such as communication, ICT, problem-solving and working with others (Sewell, 2004: 7) 37. Law The growth in the multilingual population in the UK indicates the need for a wider range of language provision related to the public services, namely Health, Law and Local Government (Connell, 2002: 10) You could use a language if you work in business or in a court (sixth former) 38. Learning Some of the most moving and relevant examples of language learning in practice have been the attempts of the very young, and the striving of those with learning difficulties, to communicate in foreign tongues. Through it they have learned - about themselves, about the world, about their own language (King, 1999: 23) Learning another language shows intelligence and good learning qualities (sixth former) 39. Learning Strategies Learning a modern language will help students develop strategies for learning and using language that will assist them not only with their current modern language but with others also that they may subsequently learn (Scottish Executive, Ministerial Action Group on Languages, 2000: 7) Learning another language improves your educated guesswork (undergraduate: IWLP) 40. Lifelong Learning Languages are a lifelong skill - to be used in business and for pleasure, to open up avenues of communication and exploration, and to promote, encourage and instil a broader cultural understanding (DfES, 2002: 5) 41. Language Learning Skills Language learners learn how to listen to public announcements, to media, as a member of a live audience, for gist, for specific information, for detailed understanding, for implications. They learn how to speak in an interaction which could be a transaction, a casual conversation, an informal discussion, a formal discussion, a debate, an interview, how to give information or instructions, make presentations speaking from notes, speaking spontaneously or giving a prepared speech (King and Honeybone, 2000: 27) Language learning develops effective writing skills in English and the foreign language (undergraduate: IWLP) 42. Linguistics Differences in the way languages use grammar are always illuminating, especially those which help to quash the myth of primitiveness in indigenous languages. There are many languages which provide ways of expressing an area of experience that actually offer more points of contrastivity than are available in languages like English or French (Crystal, 2000: 57) When you do a language degree, you develop a much more sophisticated knowledge of English grammar than other people (language undergraduate) 43. Literature Subject-related skills are developed through the study of both the language and the related thematic areas. These may relate to the study of the countries or regions in which the target language is used, including aspects of the literatures, cultures, linguistic contexts, history, politics, geography, social or economic structures. In certain programmes, these will relate to discipline-specific contexts such as the business, legal, creative, technologi- cal or scientific communities within these countries or regions. Study of these will lead to the development of analytical, critical and specialist skills drawn from the relevant discipline areas. The opportunity to study discipline-specific content in the target language represents a unique contribu- tion to the students' learning experience (QAA, 2002: 6) A language gives you a wider knowledge of literature from other countries. This will help with any literary degree (sixth former) 15 44. Less Widely Used Lesser Taught Languages It is inevitable that, in a post-colonial era, there should be a strong reaction against continuing to use the language of the former colonial power, and in favour of promoting the indigenous languages (Crystal, 1997: 114) 45. Mobility Whichever career path young people choose, they will need the skills that make them employable in a world where recruitment is increasingly global, where flexibility and mobility are at a premium. As a nation, we owe it to them to ensure that they do not lose out in the jobs market to better educated and linguistically qualified candidates from other countries (Steering Group of the Nuffield Languages Programme, 2002: 2) Language learning makes travelling easier, more enjoyable, more enlightening (language undergraduate) 46. Multidisciplinary Students of languages and related studies typically explore a variety of approaches to cultures, communities and societies by drawing on method- ologies shared with other disciplines, notably but not exclusively, literary, cultural, media and film studies, critical theory, gender studies, history, geog- raphy, philosophy, politics, sociology, anthropology, religious studies, visual and performing arts, economics, business studies and law. The range poten- tially covers the full spectrum of the humanities and social sciences, and extends also to other subjects making use of source materials in the foreign language (QAA: 2002: 5) If you do a degree in a language, you get to study the history and politics of the country as well as the language and it all gives you a good back- ground and helps you to understand the nature of the country a lot better (language undergraduate) 47. Multilingualism In the knowledge society of the 21st century multilingualism is better. It is better for countries and states whose shared ambitions are for peace, growth and prosperity. It is better for business whose purpose is increased trade, greater competitiveness and greater employability. It is better for communities in their desire for social inclusion, mutual tolerance and an appreciation of their past and present heritages. It is better for individuals - for their sense of self and their openness to the world, for opportunities for economic and personal growth. At this time of great fear and danger in the world, it is better for humanity in its vital quest for peace, stability and enrichment. Only through multilingualism can we really understand and appreciate the stranger (King and Johnstone, 2001) 48. National Security Some Middle-Eastern languages are not being taught at all in the UK. The absence of these is potentially a huge threat to national security (Ehteshami, 2002: 1) If you want to work in the Ministry of Defence, a language could help you (sixth former) 49. Networking Everyone can gain benefits from learning a language - cultural enrichment, and the ability to communicate and interact confidently with people out- side one's own community (Tinsley, 2003: 154) Languages enable you to make friends in other countries (sixth former) 50. Personal and Social Development It seems reasonable to expect that exposure to another culture through the medium of its language could lead to various changes in understand- ing, values, beliefs, attitudes and hence contribute to spiritual development (Smith, 2002: 37-38) Learning languages develops confidence in your ability to stand up in front of others (language undergraduate) 16 51. Personal Satisfaction Language learning can provide enjoyment and enhance confidence (Williams, 2001: 44) Language learning is a fun alternative to other degree modules (undergraduate: IWLP) 52. Practical Skills Foreign language study is itself unique. While requiring cultural and linguistic knowledge - intellectual mastery of new systems - comparable to other disciplines, the learning outcomes expected of a degree level student also include a sophisticated practical command of the foreign language (Coleman, 2004: 148) 53. Problem Solving Learning another language develops your problem-solving skills (language undergraduate) 54. Qualifications At A-level, the syllabus is awash with thorny political issues, including social issues; the environment; law and order, politics. The study of such issues provides opportunities for developing two of the three main aspects of citizenship as defined in the National Curriculum, namely 'social and moral responsibility' and 'political literacy' (Starkey, 2002: 236) The oral presentations that you do in a language A-level really do give you confidence. The year 13 oral exam makes you confident enough to ask for help if you need it (language undergraduate) 55. Related Subjects The study of a modern foreign language can contribute to cross-curricular dimensions and themes, e.g. personal and social education, multicultural perspectives, the European dimension in education, citizenship, careers education and guidance, economic and industrial understanding, environ- mental education and health education (Department of Education and Science, DES,Welsh Office, 1990) A language fits well with other subjects, such as History and English (sixth former) 56. Residence Abroad Students who had already undertaken their year abroad {as part of a languages degree programme} did overwhelmingly speak of the experience as 'one of the best things I have ever done' (Bannerman and Stevens, 2003: 163) Having spent a compulsory year abroad on a language degree will show that you are more flexible/independent/determined/confident (language undergraduate) 57. Secondary Sector Inclusion of languages within the curriculum is often the catalyst for an international ethos across the school or college (Wicksteed, 2004: 12) 58. Social Cohesion Languages support communities. Language marks out a community in a unique way and can help bind it together (The Nuffield Languages Inquiry, 2000: 30) Languages connect the world and increase peace (language undergraduate) 59. Study Abroad For graduates as a whole, there were found to be measurable benefits to be gained from undertaking a substantial period of work experience dur- ing higher education (placements, vacation work, other forms of work experience), especially if the graduate had been taking a non-vocational course. Involvement in extra-curricular activities was related to successful employment outcomes … as was some kind of overseas study or work (Brennan and Shah, 2003: IV) A language will help you if you want to study abroad (sixth former) 60. Sustainability Linguistic and cultural diversity on the one hand and biodiversity on the other are correlated - where one type is high, the other is usually too and vice versa. New research suggests mounting evidence for the hypothesis that the relation might also be causal (Skutnabb-Kangas, 2002: 13) e. Cultural understanding; f. Communication; g. Language awareness (in the sense of understanding one's own language and ease in learning others); h. Challenge; i. UK economy; j. UK's relationships with other countries; k. UK national security; l. EU citizenship; m. Relevance of language learning for people in English-speaking countries. The final part of the questionnaire (Section C) com- prised the following open questions: • Why are you studying a language? • How will language learning help with your future career / help to make you more employable? • Please give any other reasons why you think language learning might be useful Undergraduates were additionally asked to suggest three skills or qualities they believed themselves to have developed as a result of language study. These questions set out to discover students' person- al rationales and to find out if they could propose any further reasons which might recognise any broader strategic importance of language learning. The specific question on employability was included to test the extent to which students were aware of potential employability advantages brought about by language study. It was hoped that the skills and qualities item for undergraduates might generate some reasons that could be used to promote HE language programmes. Focus groups Two undergraduate focus groups were also assembled. The focus group interviews were organised with a view to encouraging a more detailed discussion of rationales and obtaining more qualitative information than had been possible with the questionnaires. Volunteers for focus groups were recruited by means of posters dis- played in the participating university, inviting students to come and discuss their reasons for studying languages. The interview schedule began with factual questions to ascertain which languages were being studied as well as pre- vious experience of language learning. The ensuing discus- sions were broadly organised around the following questions: • Why have you chosen to study languages at university? • What have you enjoyed the most about studying languages? Why? • Is there anything special about studying languages at university? • Which skills and qualities do you think language study has helped you to develop? • Can you identify any reasons why language learning might be important for UK society as a whole? Each group was facilitated by a researcher, while notes were taken by an observer. The interviews were also recorded and subsequently transcribed. Higher Education Advisory Panel After an initial analysis of questionnaire responses, the Subject Centre Advisory Board (HE languages staff) was consulted for advice and feedback. This included a brain- storming session on the social and political reasons why language learning might be important for the UK. Detailed presentation of findings Questionnaires Sixth form questionnaires were returned by seven 16 to 19 institutions (five colleges and two schools: one state, one independent), providing a response rate of 58.3% and a total number of 212 questionnaires. A total of 62 questionnaires were received from undergraduates in the participating university, represent- ing a response rate of 41.3%. This included 46 students whose programmes of study contained a language com- ponent (either single or combined honours or a lan- guage combined with another discipline) and 16 stu- dents on IWLPs. Questionnaires were analysed using a statistical soft- ware package (Minitab). Factual questions Of the 274 respondents, 237 stated that English was their first language (L1). Other first languages included a range of Western European, Eastern European, African, Asian and Middle Eastern languages. Seven students claimed to be bilingual (i.e. English and one other lan- guage as L1). Details of languages being studied across both the 16 to 19 and HE sectors were as follows: 19 Languages are an inspiration and it's very interesting to learn about countries other than your own (sixth former)‘‘ ‘‘ Table 2 Other languages were Modern Greek, Italian, Japanese, Portuguese and Russian.There were 180 single linguists, 87 dual linguists and seven triple linguists among respon- dents. Benefits of language learning for personal and strategic goals (questionnaire Section B, rating scale statements) Responses to the statements on the key themes (ques- tionnaire items 6-19) were overwhelmingly positive as highlighted in the graph below: A vast majority of students acknowledged the impor- tance of language learning for employability, skills devel- opment, travel, enjoyment, cultural understanding, com- munication, language awareness and the UK's relation- ships with other countries. The idea that people in English-speaking countries should learn other languages was also strongly supported. Overall, the level of dis- agreement was very low. There was a distinction between participants' respons- es to those reasons which were concerned with the per- sonal gains of language study (all of which received wide- spread approval) and those reasons associated with the broader importance of languages for the UK and EU. Statements relating to the UK economy and UK nation- al security, as well as the one on EU citizenship generat- ed much higher rates of responses which neither agreed nor disagreed. However, 81% of learners did concur with the statement that people with knowledge of other lan- guages enable the UK to have better relationships with other countries. Open questions The data obtained from these questions is mainly pre- 20 Currently studying Studied in past No longer studying Average years of study for current learners French 129 236 107 7.7 German 96 184 88 5.9 Spanish 105 155 50 4.5 Other 29 94 65 2.5 Table 3 sented with a view to highlighting broad themes and atti- tudes. Differences between the two populations of 16 to 19 year olds and undergraduates are therefore not discussed in detail, although references will be made to such differences where appropriate. The responses to each of the open questions are considered in turn. Why are you studying a language? The vast majority of respondents gave multiple person- al reasons for studying a language, providing a variety of different rationales. As with the literature review, efforts were made to broadly categorise the answers, which in many cases were found to span two or more of the themes below: Table 4 The majority of learners (approximately 60%) indicated that they were studying languages for reasons of person- al satisfaction. Many of these responses were simply phrased, because I enjoy it. Other examples of students' comments include: Languages are an inspiration and it's very interesting to learn about countries other than your own (sixth former); I love French and it would not seem right if I didn't learn it (sixth former); Languages are more stimulating than other subjects. There's always something new to learn (language undergraduate); It's fun and not too difficult (sixth former); I enjoy learning German and what their culture is like compared to ours (sixth former). The second most commonly cited reason for language learning was employability, which was mentioned by about 35% of students. In answer to this question, com- ments about employability ranged from the very gener- al, suggesting that a language would be useful and would lead to better job opportunities, to the more specific, stating that a language would help in obtaining a partic- ular job or would provide a mobility advantage. Mobility (including holidays and travel as well as work) was men- tioned as a motivating factor by approximately 23% of learners, for example: I think it will help me when I start to travel (sixth former); It's a very useful skill for work and travel (sixth former). Several students referred to their experiences of travel and how this had brought about a recognition of the importance of languages. The role of languages in general personal and social advancement of different kinds was expressed as a rea- son for studying by just over one quarter of learners. Languages were variously described as a good, strong qualification or as something that develops the mind and enables a person to become more rounded. A language was also often mentioned as an attribute which is gen- erally useful and adds value to one's life: Languages are your best asset (sixth former); A language will help set you up for your later life (language undergraduate); It will be a huge benefit for many aspects of my life (language undergraduate). The 19% of learners who gave answers categorised as communication, tended to see it either as a useful skill or as enabling the possibility of contact with other people: Languages help me to communicate with foreigners (sixth former). The 'other' category was made up of the following: • Cultural reasons; • Skills; • Previous experience of success and being good at languages; • Making friends and meeting people; • Providing a contrast with other subjects; • Promoting the development of values such as open-mindedness; • Improving the use of English; • Future study plans; • Uniqueness of languages; • Desire to continue with a language, not wanting to forget it; 21 I think it will help me when I start to travel (sixth former)‘‘ ‘‘ Theme No. of student responses Personal Satisfaction 166 Employability 88 Personal and Social Development of the Individual 71 Mobility 63 Communication 52 Other reasons 97 Can you identify three skills or qualities you believe you have developed as a result of study- ing languages? (undergraduates only) Language learning was said by the 62 undergraduates to have enabled the development of a range of language learning skills and key skills as well as personal attributes. The most frequently mentioned items were communica- tion and communication skills (18 students), cultural awareness/understanding (11 students), listening (eight students) and confidence (seven students). Details of all responses are listed in Table 7. Table 7 Focus groups The invitation to attend the focus group attracted 11 language undergraduates, ten females and one male. This is therefore a small sample. Languages being studied were French (seven students), Spanish (five), German (two), Portuguese (two), Italian (one) and Chinese (one). Four of the students were Socrates exchange stu- dents from European Union countries and were also studying English. Participants were divided into two groups (one group of five and one of six).The interviews were facilitated by a researcher, notes were taken by an observer and audio recordings were also made, which were subsequently transcribed. The transcripts yielded descriptive data, which will be given in full where appro- priate. As with the open questionnaire items, the inter- view questions are dealt with in turn. Why did you choose to study a language at university? All participants gave multiple reasons for studying languages: Personal Satisfaction 9 Mobility/Travel 7 Employability 5 Desire to continue language study 4 Communication 3 Previous success 3 Cultural reasons 2 Meet people 2 Read literature 1 In discussing their enjoyment of languages, several stu- dents described it as something that had been part of their lives for a long time, something they had always loved, for example: I always really enjoyed languages when I was younger…I picked it up quite fast when I was lit- tle…When I got to secondary school I seemed to be doing really really well at languages and I really enjoyed it; I just chose to do languages mainly because I like them and I've always liked them…I just can't let them go. I just love languages so that's basically why; It was the only subject I looked forward to at school. The enhanced ability to travel was also seen as an important factor in language study and the experience of having travelled surfaced once again: My parents took me on lots of holidays when I was younger and I've been to lots of different countries and I realised how interesting the world was. I want to live and work abroad and to communicate with people in their own language; It's also great when you go abroad and you can really apply what you've learned. What have you enjoyed the most about studying languages? Five of the interviewees cited the study of related subjects such as history, geography and politics along with the lan- guage as the most enjoyable aspect of the course: 24 Skills Qualities Other Communication Cultural under- standing/awareness Better-looking C.V. Communication skills Confidence Listening Patience Comprehension skills Eagerness to learn Presentation skills Commitment Pronunciation Self-discipline Attention to detail Tolerance Writing skills Empathy Memory Understanding Speaking Sensitivity Team-working skills Independence Proof reading Etymology Translation skills Educated guesswork Interpersonal skills Language Awareness I like the fact that you get to study a bit of history as well and a bit of politics, all that as well as the language component. It's those other bits as well. I enjoy that; I like the history and also a couple of times, you get to study other aspects of French art or film. Two students said that they enjoyed the literature most: It opens up so much more opportunity with regard to literature rather than just English.You can get the literature from Spain, you can get it from France, you can get it from Latin America. It tells you so much of the experience these writers actu- ally had.And to read about that in their own lan- guage and for you to understand it. I just really love that, it's just great. The only other specific aspect to be mentioned was speaking, which was referred to by two students: Talking to people is the best thing. I love talking the languages that I speak. Is there anything special about studying languages at university? This question provoked discussion on values in both focus groups. Several students expressed the view that language learners have more of an open mind: I do think that you're a bit more open-minded than perhaps other people, the fact that you're actually willing to go out and learn another language …we had a conversation me and my friends about learning languages and I said about how not many British people tend to learn them and one girl turned round and said, "well why do we need to learn foreign languages, the rest of the countries should speak English", that actually made me laugh and showed me the narrow-mindedness of some people. The experience of living abroad was also thought to be linked to this openness: You're a bit more open if you've lived abroad.You really realise that the culture is different and you have to adapt. The skills and attributes developed on residence abroad were discussed at length in Group 1, which contained two finalists and three Socrates students. These were said to include greater self-confidence in approaching people and communicating with them, the ability to relate to people from a variety of backgrounds, the abil- ity to solve problems and to think on one's feet.This was summed up by one student: It's not just the fact that we've learned to speak these languages but we've lived in different coun- tries and picked up different skills just from inde- pendent living in a different place. In Group 2, the particular benefits of a languages degree were dealt with in terms of employment mobility, which was described by one student as almost like a gift …an amazing advantage over other graduates and by anoth- er as a process of liberation.The importance of linguistic and cultural understanding of other people for employ- ability was also highlighted. Do you think that there are any other skills and qualities that language learning helps you to develop? A plethora of skills were brought up in answer to this question.These included language learning skills such as communication, concentration, accurate listening, an improvement in memory and the perception that learn- ing one language makes it easier to pick up others. Other qualities emphasised by participants included the confi- dence to ask for help when necessary, IT skills, the abili- ty to be flexible and adaptable and a more sophisticated knowledge of English grammar than other people. It was also stressed that language students are able to look at other points of view and to empathise with others: It allows you to sympathise with other people when they may be learning English, learning your language.You know when you talk to them you can understand how they're trying to say something that they might not be as direct as an English per- son and also it makes you more sensitive to other behaviour patterns that people demonstrate in dif- ferent cultures …you can fit in better, at least you don't offend people. Can you identify any reasons why language learning might be important for UK society as a whole? Both groups considered the importance of languages in promoting equal opportunities and fighting racism. The multicultural nature of UK society was discussed and said to mean that community language skills were required in public service arenas such as schools and the NHS in order to ensure fair access. One student described her experience of working as an interpreter for the NHS. Another student stated that language learning helps in dealing with racism. She believed racist people for the most part are likely to be monolingual. The insular and arrogant nature of the UK (and USA) was also believed to be a problem which could be reduced by language study: 25 Languages mean that you can do basically any job that you want anywhere in the world (sixth former)‘‘ ‘‘ We need to understand other people, not just expect them to understand us. Finally, the war on terrorism was discussed by Group 1 , with one student making the following comment in rela- tion to this: If we were more interested in other cultures and in learning to accept other cultures and appreciate them, we probably wouldn't have many of the problems that we have today. Higher Education Advisory Panel A consultation with an HE advisory panel subsequently took place and focused on the strategic importance of languages for the UK as a whole. Reasons for language learning were generated from this meeting which relat- ed to the UK's multicultural image, community cohesion, acute skills shortages in the workforce and overseas inward investment. Discussion The purpose of this study was to collect rationales rather than to undertake a detailed investigation of learners' attitudes to languages. It is recognised, howev- er, that reasons for learning and attitudes and motivation are likely to be closely linked.This brief discussion offers some tentative comments on issues identified during the fieldwork phase. However, all these areas require further investigation: • Language learners value the personal benefits of language learning; • Language learning is enjoyable; • Language learners acknowledge the possibility of employability gains; but this is not the main reason for studying languages; • Language learners believe that languages promote better relationships with others (individuals and countries); • Language learners are uncertain about the strategic benefits of language learning for the UK and EU; • Language learners are interested in learning about culture; • Some language learners are motivated because they experience success and find languages easy while others seem attracted by the perceived difficulty of languages. Language learners value the personal benefits of language learning The overwhelming majority of learners acknowledged that language learning brings personal benefits. Questionnaire rating scale statements on areas such as communication, travel, employability and enjoyment received strong support from participants. This was further reinforced by the individual responses to the question, 'why are you studying a language?', with the majority of respondents claiming to be motivated by reasons of personal satisfaction and secondly by reasons of employability. The usefulness of languages for work, travel, communication, enhanced cultural knowledge and for providing general opportunities was repeatedly stressed by the students surveyed.The impression creat- ed by most of the learners was that they are confident that language learning will make a contribution (possibly a unique contribution) to their future personal and pro- fessional lives.This is very encouraging data but it is diffi- cult to ascertain the extent to which language learning is responsible for all this confidence or whether post-com- pulsory study of languages is attracting a type of student who has had the kind of experiences which enable him/her to face the future confident that life will be full of opportunities. The evidence collected from these students appears to be very much at odds with the lack of confidence being expressed in the value of language learning by sen- ior management teams in secondary schools up and down the country and by learners themselves at age 14 (see Language trends 2004 survey, CILT, ALL, ISMLA). The message needs to be more effectively communicat- ed to learners in schools that continuing with a language could both make a difference to their future possibilities and also to the way in which they perceive those possi- bilities. Language learning is enjoyable The data seems to indicate that the vast majority of learners who study languages in a post-compulsory set- ting find them enjoyable (in this study, approximately 75%). Most were also found to be motivated to learn lan- guages because they are satisfying. This replicates other findings which have investigated attitudes among Years 12 and 13 (e.g. Fisher, 2001 and Graham, 2002) but it differs from Coleman's (1998) research into undergraduate rea- sons for language learning in which employability was revealed as a much more significant factor. 26 In summary, this project has resulted in the creationof a list of more than 700 reasons for studying lan-guages collected principally from a combination of academic and policy documents and language learn- ers across two educational sectors. A taxonomy of reasons for language learning has been produced as an online database available via the Subject Centre website at www.llas.ac.uk/700reasons. It is hoped that this study will make a contribution to the effective promotion of languages; to the design of courses and to facilitating discussion on the reasons why languages are important and should be studied. Finally, at this critical moment for language learning in the UK, it is perhaps worth remembering that there are students out there who really value languages, who enjoy them sufficiently to choose to study them in a post-com- pulsory setting and who, for the most part, continue to enjoy them, as was expressed by one sixth former: It's fun - you feel really good when you can speak many different languages. 29 We need to understand other people, not just expect them to understand us (undergraduate)‘‘ ‘‘ Conclusion References 30 This bibliography refers to the sources referred to in this report.A full list of sources consulted over the whole project is available on the Subject Centre website at www.llas.ac.uk Anderson, J., Chaudhuri, M. (2003) 'Citizenship and community languages: a critical perspective' in Brown, K., Brown, M. (eds) Reflections on Citizenship in a Multilingual World (London: CILT), pp. 53-65. Bannerman, A., Stevens, A. (2003) 'Widening participation in modern languages' in Head, D., Jones, E., Kelly, M., Tinsley,T. (eds) Setting the Agenda for Languages in Higher Education (London: CILT), pp. 156-166. Benson, P. (2001) Teaching and Researching Autonomy in Language Learning (Harlow: Pearson Education Ltd.). BBC (2004) 'Learning languages "boosts brain" (http://newsvote.bbc.co.uk/mpapps/pagetools/print/news.bbc.co.uk/2/hi/health/373969…) Brennan, J., Shah,T. (2003) Access to What? Converting Educational Opportunity into Employment Opportunity (London:The Open University, Centre for Higher Education Research and Information). Brumfit, C. (2002) 'The role of modern languages within a language in education policy' in Swarbrick, A. (Ed) Teaching Modern Foreign Languages in Secondary Schools (London: Routledge Falmer,The Open University), pp. 112-125. Byram, M. (2002) 'Foreign language education as political and moral education - an essay' in the Language Learning Journal, No. 26, pp. 43-47. Byram, M. (1997) "Cultural awareness" as vocabulary learning' in the Language Learning Journal, No. 16, pp. 51-57 Byram, M.,Talkington, B., Lengel, L. (2003) Setting the context, highlighting the importance: Reflections on intercul- turality and pedagogy (Report from the 2003 IALIC/Subject Centre Pedagogical Forum). Byram, M., Gribkova, B., Starkey, H. (2002) Developing the Intercultural Dimension in Language Teaching: A Practical Introduction for Teachers (Strasbourg: Council of Europe) Candelier, M., MacDonald-Smith, F., Reig-Garganta, D. (1998) The contribution of modern language teaching to peace (Graz: European Centre for Modern Languages,Workshop Report, 30 September-3 October 1998). Chambers, A. (2001) 'Intercultural communication: the role of virtual mobility' in Kelly et al. (eds) (2001) Third Level,Third Space: Intercultural Communication and Language in European Higher Education (Bern: Peter Lang), pp. 47-57. CILT,The National Centre for Languages; ALL; ISMLA (2004) language trends 2004 (www.cilt.org.uk/key/Language%20Trends%202004.pdf). CILT,The National Centre for Languages (2004) Languages Work (www.languageswork.org.uk). Coleman, J. (2004) 'Modern languages in British universities: past and present' in Arts and Humanities in Higher Education,Volume 3 (2), pp. 147-162. Coleman, J. (2004) 'Residence abroad' in Good Practice Guide, Subject Centre for Languages Linguistics and Area Studies, (www.llas.ac.uk/resources/goodpractice.aspx?resourceid=2157). 31 You're a bit more open if you've lived abroad. You really realise that the culture is different and you have to adapt. (language undergraduate)‘‘ ‘‘ Coleman, J. (1998) Motivation among university students in the UK and in continental Europe (www.cilt.org.uk/research/resfor3/coleman.htm). Commission of the European Communities (2003) Promoting Language Learning and Linguistic Diversity: An Action Plan 2004-2006 (Luxembourg: Office for Official Publications of the European Communities). Connell,T. (2002) Languages and Employability: A Question of Careers (www.cilt.org.uk/careers/pdf/reports/employability.pdf). Council of Europe (1999) cited in Starkey, H. (2002) 'Citizenship, human rights and intercultural education' in Swarbrick, A. (ed) Teaching Modern Foreign Languages in Secondary Schools (London: Routledge Falmer,The Open University), pp. 95-111. Crace, J. (2004) 'Language barrier' in Education Guardian, October 5, 2004 (http://education.guardian.co.uk/egweekly/story/0,5500,1319291,00.html). Crystal, D. (2000) Language Death (Cambridge: Cambridge University Press). Crystal, D. (1997) English as a Global Language (Cambridge: Cambridge University Press). Department for Education and Skills, Key Skills (www.dfes.gov.uk/keyskills/what.shtml). Department for Education and Skills (2003) Key Stage 3 National Strategy: Framework for teaching modern for- eign languages: years 7, 8 and 9 (London: DfES). Department for Education and Skills (2002) Languages for All: Languages for Life: A Strategy for England (London: DfES). Department of Education and Science,Welsh Office (1990) Modern Foreign Languages for ages 11 to 16 (London: HMSO). Donaldson, M. (1978) cited in Hawkins, E. (1981) Modern Languages in the Curriculum (Cambridge: Cambridge University Press). Dörnyei, Z. (2001) Teaching and Researching Motivation (Harlow: Pearson Education Ltd.). Ehteshami, A. (2002) BRISMES: Report - Middle Eastern Studies in the United Kingdom: A Challenge for Government, Industry and the Academic Community (www.dur.ac.uk/brismes/report). Fisher, L. (2001) 'Modern foreign languages recruitment post 16: the pupils' perspective' in the Language Learning Journal, No. 23, pp. 33-40. Footitt, H. (2003) 'Hunting the snark: international perspectives on language policies' in Head, D., Jones, E., Kelly, M., Tinsley,T. (eds) Setting the Agenda for Languages in Higher Education (London: CILT), pp. 75-88. Footitt, H. (2001) 'Lost for words' , Guardian, October 23, 2001. Foreign and Commonwealth Office cited in Davies,V. (2003) 'Tools of diplomacy: the language policy of the Foreign and Commonwealth Office and what it means for higher education' in Head, D., Jones, E., Kelly, M.,Tinsley, T. (eds) Setting the' Setting the Agenda for Languages in Higher Education (London: CILT), pp.43-59. 34 Steering Group of the Nuffield Languages Programme (2002) Response to the consultation document 14-19: extending opportunities, raising standards, May 20, 2002. Stevick, L. (2003) BCC Language Survey:The Impact of Foreign Languages on British Business - Part 1:The Qualitative Results (British Chambers of Commerce, November 2003). Swarbrick, A. (2002) 'Positioning modern foreign language teaching in schools: issues and debates' in Swarbrick, A. (ed) Teaching Modern Foreign Languages in Secondary Schools (London: Routledge Falmer,The Open University), pp. 3-22. The Nuffield Languages Inquiry (2000) Languages: the next generation (London:The Nuffield Foundation). Tinsley,T. (2003) 'Promoting languages in higher education: lessons from the European Year of Languages (EYL 2001)' in Head, D., Jones, E., Kelly, M.,Tinsley,T. (eds) Setting the Agenda for Languages in Higher Education (London: CILT), pp. 146- 155. Trim, J. (1999) 'Language education policies for the twenty-first century' in Tosi, A., Leung, C. (eds) Rethinking Language Education: From a Monolingual to a Multilingual Perspective (London: CILT). Ward, H. (2004) 'Languages dying of ennui' in The Times Educational Supplement, June 11, 2004. Watts, C. (2003) Decline in the take-up of Modern Foreign Languages at Degree Level (Anglo-German Foundation for the Study of Industrial Society). Wicksteed, K. (2004) 'Languages and the Baccalaureate' in Languages, Mathematics and the Baccalaureate (London:The Nuffield Foundation), pp. 12-17. Williams, K. (2001) 'Towards a rationale for foreign language education: re-stating my reservations' in the Language Learning Journal, No. 24. pp. 43-47. Willis, J. (2003) Foreign Language Learning and Technology in England from the 17th to 21st Centuries (a thesis presented in fulfilment of the requirements for the examination for PhD in the Department of Education at the University of Surrey). Youngman, M.B. (1984) 'Designing questionnaires' in Bell, J., Bush,T., Fox, A., Goodey, J., Goulding, S. (eds) Conducting Small-scale Investigations in Educational Management (London: Harper and Row), pp. 156-176. 35 Acknowledgments We would like to thank the following people for their valuable contributions to this project: Higher Education Funding Council for England; Students and staff in the schools, colleges and university who participated in the research; Members of the Subject Centre Advisory Board; Adrian Brett; Chris Hutchinson; Dirk v. Mallinckrodt, www.freelens.com/mallinckrodt; Nigel Reeves, Aston University; Roger Woods, University of Nottingham. Appendix 1 36 Research Team The research was carried out at the Subject Centre for Languages, Linguistics and Area Studies at the University of Southampton.The project was led by Angela Gallagher-Brett. Other team members were Elizabeth Ashurst, John Canning,Alison Dickens, Becky Jennings, Michael Kelly and Vicky Wright. 39 29. Intercultural Competence Ability to interact in complex cultural contexts among people who embody more than one cultural identity and language9 30. International Relations Political and personal relationships between peoples and states1 31. IT Skills Literacy in a range of technological media, e.g. computers etc.1 32. Institution Wide Language Programmes Language programmes or units in higher education for undergraduates from disciplines other than languages - either accredited or non-accredited1 33. Key Skills Range of essential skills that underpin success in education, employment, lifelong learning and personal development; communication, application of number, information technology, working with others, improving own learning and performance, problem solving10 34. Knowledge Facts, information and skills acquired through experience or education3 35. Language Awareness The ability to manipulate symbols, to conceptualise language, to become aware of it as a separate structure and to free it from its embeddedness in events11 36. Languages for Specific Purposes Language skills for a particular academic subject or vocation1 37. Law System of rules which a country or community recognises as regulating the action of its members; the legal profession3 38. Learning The process of acquiring knowledge and understanding or skills from study, instruction or experience6 39. Learning Strategies The special thoughts or behaviours that individuals use to help them comprehend, learn or retain new information12 40. Lifelong Learning The idea that learning, either actively or passively continues throughout life1 41. Language Learning Skills The set of skills acquired through language learning, e.g. listening, reading, speaking, writing and others1 42. Linguistics The systematic study of the structures of language and linguistic behaviour through a range of theoretical and empirical methodologies13 40 43. Literature Written works of fiction, especially those considered of superior or lasting merit3 44. Less Widely Used Lesser Taught Languages All languages other than those commonly used and taught in the UK education system, i.e. not English, French, German and Spanish1 45. Mobility Ability to live and work abroad as well as to travel for pleasure1 46. Multidisciplinary Combining or involving several academic disciplines in an approach to a topic3 47. Multilingualism Ability to operate in more than one language1 48. National Security The state of being free from danger or threat and ability to protect the UK3,1 49. Networking Interacting with other people for the purposes of work or pleasure1 50. Personal and Social Development Acquisition of attributes and skills that provide opportunities for individual advancement in professional and personal life1 51. Personal Satisfaction Behaviour performed for its own sake to experience pleasure and satisfaction, such as the joy of doing a particular activity or satisfying one's curiosity (e.g. enjoyment, fun, interest, challenge)14 52. Practical Skills A set of skills gained through practical exercise and the ability to put those skills into practice6,1 53. Problem Solving Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions2 54. Qualifications Accredited and certificated learning1 55. Related Subjects Disciplines which are related to language learning or though which languages are sometimes learned, e.g. history, geography, politics 1 56. Residence Abroad Spending part of one's degree at a foreign university or on an overseas work placement15 41 57. Secondary Sector Education for students aged 11 to 191 58. Social Cohesion The capacity of a community or society to connect or operate successfully as a unit for the benefit of all participants1 59. Study Abroad Relating to periods of study spent in countries other than the UK1 60. Sustainability Conservation of an ecological balance by avoiding depletion of essential resources, including linguistic and natural resources1,3 61. Teamwok Cooperative effort to achieve a common objective6 62. Teaching Active facilitation of the acquisition of knowledge, attitudes and skills1,6 63. Technology (information) Hardware and software used for communication and storage of digital information1 64. Translating The act of converting one language to another in speech or writing3 65. UK The geographical and political entity known as the United Kingdom1 66. UK Community Languages First languages other than English of different communities in the UK1 67. Understanding Sympathetic awareness or tolerance, ability to relate to the feelings of others1,3 68. Uniqueness Something which is particularly unusual, very different from anything else of its kind3,1 69. Values A set of principles or standards relating to a person's or a society's attitudes or behaviour, especially towards others3,1 70. Work Experience Planned programme which enables students to gain experience of the working environment6 ‘ ‘ ‘ ‘A language gives you confidencein dealing with other people(sixth former) 44 ISBN: 1-904190-66-9 Produced by: Subject Centre for Languages, Linguistics and Area Studies University of Southampton Highfield, Southampton SO17 1BJ t: 023 8059 4814 f: 023 8059 4815 e: [email protected] w: www.llas.ac.uk image © Dirk v. Mallinckrodt