Teaching of foreign languages criticised
Ofsted report has criticised the teaching of foreign languages in schools
Tuesday, 01, Jul 2008 12:01
A new report has criticised the teaching of foreign languages in schools.
The Office for Standards in Education, Children's Services and Skills (Ofsted) today published a report claiming that while standards and achievements in the teaching and learning of languages has improved, speaking skills are the least developed among pupils.
The publication also points out that the number of students taking both French and German at GCSE level has declined rapidly since 2004.
It claims there is a common weakness in the provision of secondary modern languages including "insufficient opportunities to develop good speaking skills or independent speaking and writing".
"Students' speaking skills were an area of particular weakness in both key stages," Ofsted claims.
The watchdog adds that there is currently insufficient emphasis on helping students to use modern languages spontaneously for real-life purposes and situations.
"Notably, pupils' inability to be able to express what they wanted in a new language had a negative effect on their confidence and enthusiasm," today's report finds.
Christine Gilbert, chief inspector, said: "Learning a foreign language equips pupils with invaluable skills and can also be a very enjoyable experience. Yet many young people are not reaching their full potential, or are deterred from continuing to study languages, because of the way they are taught.
"Schools need to address the areas of concern highlighted in the report, if we are to raise standards in and enthusiasm for learning languages. One of the ways we can do this is to strengthen pupils' speaking skills so that they have the confidence to converse independently not only in the classroom but in other situations too."
Ofsted also criticised some of the teaching of foreign languages in schools, claiming there was an overuse of English.
"Lessons were also not always matched appropriately to the needs of lower or higher attaining pupils and teachers did not always utilise opportunities for routine work in the target language. Also, systems for assessment were not well developed so few pupils knew how they could improve," the report added.