Language Teaching (Hansard, 26 July 1988)

§ Mr. Rifkind

The teaching of foreign languages in our secondary schools has for long been an important element in the education of the ablest pupils. Against the background of achievement and expansion in other areas of the curriculum in recent years, it is right that the position of languages should now be more clearly defined.

A modern foreign language is currently studied by some 40 per cent. of each year cohort in S3 and S4 and by less than 10 per cent. thereafter. These figures are too low.

A modern foreign language is already a core element for pupils in S1 and S2, but all pupils, not just the more able, should continue their experience of at least one modern foreign language beyond this level. Recent developments in language teaching make this increasingly capable of achievement and my aim is that by 1992 it should be the norm for pupils to study at least one modern foreign language throughout the compulsory years of secondary school. I intend to ask education authorities to give priority to this. I would also expect a modern secondary foreign language to be provided in those years for pupils who wished it and to see an increased proportion of pupils continuing the study of languages into S5 and S6.

For long the principal foreign language taught in our schools has been French and this is unlikely to change in the foreseeable future. But other languages, particularly those of our main European partners, have strong claims to be more widely studied and I shall be asking education authorities to consider how opportunities for the study of these languages can be increased.

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The study of Latin and Greek has declined in recent years in face of the expanding curriculum. The classical languages, none the less, represent an important part of our heritage and provide a valuable educative experience. It is right that opportunities for their study should continue to be available and encouraged. I shall therefore be asking education authorities to ensure that some schools in each area continue to offer these languages in addition to the study of a modern foreign language.

Currently, the teaching of foreign languages takes place only in the secondary school. Attempts to introduce language teaching in primary school have not previously met with success. Nevertheless, I intend to consider how progress can be made towards introducing the study of foreign languages at the primary stage.

I turn now to Gaelic and Asian languages. Gaelic is a living part of the Scottish heritage and culture and I reaffirm our general policy of support for the learning and teaching of the Gaelic language and the teaching of other subjects through Gaelic where these facilities can be provided and where there is demand for them. Difficulties can arise in fitting Gaelic along with a modern European language into an already crowded timetable, but new courses and materials, for learners and native speakers alike, should help in overcoming these difficulties and ensuring a healthy uptake of the subject.

Asian languages are the heritage of a significant number of our population and it is right that these languages and the traditions they represent should be respected and fostered. At the same time, it is important to impart to all our children a good knowledge of English and in the primary school those languages have a particular role in acting as a bridge to proficiency in English. In the secondary school the considerations which apply to Gaelic are again relevant, but the scarcity of trained teachers and teaching materials are particular limiting factors.

In formulating these policies I have taken account of the statement of position by the Scottish Consultative Council on the Curriculum entitled "The Provision of Languages other than English in Primary and Secondary Schools in Scotland". I am arranging for a copy to be placed in the Library.

I shall shortly ask education authorities to put in hand the action necessary to implement the policies I have outlined. These have implications for the management of schools, and because they must be implemented within planned provision will involve a gradual switch of resources to language departments from other departments. The pace of implementation will depend on local circumstances, but in the majority of cases resources should allow these policies to be implemented within the time scale envisaged.

For too long we have lagged behind our European partners and competitors in the matter of linguistic competence. In view of our growing links with Europe and the advent of the single European market in 1992 it is time to arrest and reverse that trend. A major effort will be required and I ask education authorities, teachers and all concerned with educational provision to join me in ensuring that rapid progress is made.