The French Disconnection

Daniel Woodvine

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Contents 1. Introduction ............................................................................................................................ 2

2. An Overview of the Education System ................................................................................. 5

3. Literature Review ................................................................................................................... 15

3.1 French as a popular and successful foreign language in England and Wales .......... 16

3.2 Authors’ views ...................................................................................................................... 17

3.3 Those claiming French or Modern Foreign Languages to actually be in decline ...... 18

3.4 The extent of the decline of French .................................................................................. 18

3.5 Reasons given for any decline .......................................................................................... 19

3.6 Subjects succeeding French in popularity ....................................................................... 20

3.7 The timescale of the decline .............................................................................................. 21

3.8 Strategies to increase popularity and numbers .............................................................. 22

4. Findings ................................................................................................................................... 22

Table 4.1.1 - GCSE Entries for French, German and Spanish 1995-2011 ....................... 30

5. Initiatives Taken ..................................................................................................................... 32

5.1 Changing course content and study routes ..................................................................... 32

5.2 Improving awareness .......................................................................................................... 34

5.3 Other approaches already taken ....................................................................................... 35

5.4 Academies ............................................................................................................................ 36

6. Conclusion .............................................................................................................................. 37

Bibliography of References ....................................................................................................... 41

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1. Introduction

Communication is a very important part of our lives. It would be impossible to survive without

it. We all require some form of language with which to communicate. The majority of us

communicate using verbal or written forms of language. However, beyond our native

language, skills in other languages are extremely useful. These skills are becoming

advantageous in an increasingly uncertain employment market. (The Nuffield Languages

Inquiry, 2000). Furthermore, knowledge of languages is beneficial on a social level.

Languages can increase confidence and make one a more outgoing and appreciative

individual in society. (Centre for Languages, Linguistics and Area Studies, 2005).

Latin was introduced into the curriculum of England during the Eighteenth century. The

wealthy sons of England had the chance to learn a foreign language. Although Latin is

considered a dead language, it forms the basis of Romance languages, such as French,

Spanish, Italian and Portuguese and was superseded by French and other Romance

languages towards the end of the Sixteenth Century (Orbilat, 2011).

After the French revolution in France during the Eighteenth Century, French had stood as

the main language of France (Thiers and Shoberl, 1881), closest neighbouring country. It

has become easier to access, through air travel the success of the Eurostar, which can

transport passengers in two hours, fifteen minutes from Central London to Paris. These

advances in travel mean that over 19 million British Citizens travel to France each year for

purposes of business and tourism (Telegraph, 2009). In a world where increasing numbers

are visiting France for business or recreational purposes surely it makes sense for the British

for French to be taught more widely in UK schools? Yet, languages are no longer

compulsory at Key Stage 4 (CILT).

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As the political landscape changes along with, fashion, technology and the global economic

climate, need for foreign language skills evolve in conjunction. In an increasingly globalised

and enterprising world, there is greater need to collaborate with countries overseas for

business and trade purposes. As the tools required for communication, languages play an

extremely important role in this regard. As of 2010, France held the prestige as the second

most developed and successful economy in Europe (Worldbank, 2010). Tourism, for which

one would have a need to know and understand the local language, may not form the

principal sector of the economy in France it is still a very important one.

Regardless of viewpoints and facts, to what extent has the French language actually been in

decline and what are the key contributing factors? The scope and main aims of this study

are to seek to investigate the study of French as a subject and modern foreign language in

England and Wales in general during the last decade. While it shall endeavour to focus on

French as a modern foreign language in England and Wales, it will, on occasions, comment

on the study of Modern Foreign Languages (M.F.L) as a whole subject. To establish the

situation regarding French and its popularity it will also compare and contrast the study of

French with other modern foreign languages, such as German and Spanish. In order to gain

a realistic insight, it will mainly concentrate itself on language learning during the mainstream

compulsory Education System, rather than in Adult Education.

This dissertation will analyse official GCSE statistics in order to examine the fundamental

effects of the Government policy introduced in 2004. Approximate numbers of learners of

French will be given, and the reasons for which one is required to or chooses to learn French

at each age group, in what ways it is possible to undertake studies in French at each Key

Stage or age group, and how it became such a popular foreign language to learn in the

United Kingdom. It will then seek to explain and evaluate the circumstances behind any

supposed decline in England and Wales during the last decade.

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There will be notable differences per region and from school to school in the situation

regarding French and Modern Foreign Languages altogether. The focus will be on state

schools but there will be some comparison with independent schools, in order to determine

whether there are significant differences.

This study focuses on only England and Wales within the United Kingdom, which may have

some differences in them, id est. the Welsh language only being taught and spoken in

certain schools and areas of Wales. One section will comment on England and Wales

separately.

With so many varying opinions and accounts as to how, to what extent and for what reasons,

the teaching and learning of the French language has been in decline in England and Wales

over the past decade, an important, objective part of this essay will aim to scrutinise,

compare and contrast the different authors and commentators testimonies, in the sources

which were used for reference. Having carried out extensive independent research on many

aspects of this topic, there is a wealth of varying information and opinion over the situation

and all the factors involved.

This project has been structured in a number of phases; the first main one (Section 2) shall

seek to evaluate the situation regarding the structure of the education system in England

and Wales at present and mention some of the key factors which dominate language

learning at each age group.

The second main part (Section 3) is designed to review and analyse the literature which

provides reports and information about the various aspects of the situation; Section 4 will

present findings and aims to conclude whether French has or has not actually been, in

decline or not and what the real reasons for this are. Following this Section 5 will describe

and comment on some of the initiatives taken to try and tackle the issues involved before

evaluating the findings (Section 5). There will also be some discussion of the other key

factors involved, such as the influence of the English language on French and Modern

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Foreign Languages altogether (Section 5), try to interpret how learning styles have changed

and how this affects French language learning. With the mentioned differences in

independent schools, Section 2 and Section 5 will also briefly compare state schools with

independent schools, to highlight the differences.

Then, based on observations gained from investigating the decline in French as a foreign

language, it will aim to conclude and mention some initiatives which could be followed in

order to help resolve the problem, as well as report some of those already taken and how

successful they have been so far. It will conclude in summarising the actual extent of the

decline (Section 6), some of the general findings and initiatives taken to improve the

situation.

2. An Overview of the Education System

The study of a least one Modern Foreign Language having remained compulsory during Key

Stage 3 or the equivalent age groups prior to the modifications made in 1988 under the

Education Reform Act 1988.

In 1988, the Education Reform Act introduced the “National Curriculum” (House of

Commons, 2009), to determine, govern and control what subjects were being taught in state

schools in England and Wales, and the age groups during which they were compulsory.

The day to day proceedings and the curriculum in each school will be slightly varied and

different in each region, based on social background of the area and the control of the Local

Education Authority (Morris, 2010). Nevertheless, exposure to Modern Foreign Languages is

required per week at Key Stage 3.

The vast majority of students over the last decade would learn French in Year 7 when they

started in secondary school (CILT). This appears to be mainly due to staffing; the majority of

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Modern Foreign Language teachers will also have French as a first foreign language,

making it easy to teach. For students to whom English is a foreign language, they will also

begin learning a first modern foreign language from the start of Year 7 unless they are

withdrawn to be provided with additional English literacy during the curriculum time allocated

to Modern Foreign Languages at Key Stage 3. These students are the only ones in schools

in England and Wales, who potentially will never learn or have the chance to study a Modern

Foreign Language during their education.

The age, at which the child begins to learn a foreign language, varies based on the available

staffing in the school, and the teaching staff’s background in languages, the personalised

curriculum offered in both the Primary and Secondary schools which they attend and the

Local Education Authority. Studying at least one Modern Foreign Language at Key Stage 3

(Years 7, 8 and 9, the first three years of secondary education) is always compulsory under

the National Curriculum, except in rare circumstances where a child has seriously low

literacy levels (British Dyslexia Association), in which case they may be withdrawn from the

time on the school timetable to Modern Foreign Languages to be taught additional English

sometimes known as Focus on Literacy. The introduction of the National Literacy Strategy

by the Labour Party and DfFE (Department for Skills and Education) in 1998 has reduced

the number of children leaving Primary school unable to read and write by increasing the

compulsory class teaching time of English in schools. However, secondary schools located

in socially disadvantaged areas, tend to receive a significant number of illiterate pupils in

Year 7 with a reading age of an average six year old, concluded from results of

comprehension screening tests. Mary Ryan (1993) reported that pupils of school age

enjoyed learning French to impress their family, teachers and French people when travelling

abroad and needing to order items. In addition, a study conducted by C.I.L.T (2010) revealed

that a minority of students now only had to take a foreign language for two years: Year 7 and

Year 8.

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Literacy levels attained in English literacy or whatever the native language or languages of

the child are vital as they are an important influence on the study of any foreign language.

This studying of languages which use the Latin alphabet are significantly easier with

competence of National Curriculum level 4, the national average, reading ability at the end of

Key Stage 2, when learning a foreign language (The Department for Education and Skills). A

child is able to understand gist and work out pronunciation of words from their knowledge of

how letters phonetically form words and sounds are produced in English. The gaining of a

sound understanding of English grammar also has an influence on the number of students

learning French or any foreign language or linguistics. Woods et al (1986) reported the

importance of logical sentence structure being paramount in foreign language learning.

The situation is slightly different in Wales. The Welsh Government (2011) reports variations

in the curriculum of foreign languages in Welsh schools depending on the medium of the

school. In some schools in Wales, Welsh is compulsory as a language from as early as

Nursery and Foundation Stage (ages. 3-5). This obviously affects the importance of French

as a foreign language in Wales overall. In some schools in Wales, Welsh remains

compulsory as a Modern Foreign Language up to and including at Key Stage 4, though not

necessarily all will take the examinations to gain GCSE or any other qualifications in Welsh.

The situation regarding the curriculum is quite different in independent schools, particularly

with regard to the range of languages offered. Additionally the social background from which

the students come from based upon the geographical area and family from which the pupils

come from are also key factors. Schools with higher standards tend to offer at least two

languages, with the occasional offering of languages such as Mandarin Chinese or Urdu at

Key Stage 3 and 4. Polish is often labelled a community language and has begun to make

its debut in the curriculum in some schools. Study conducted by CILT (2011) showed that

over ninety percent of students were taking languages at Key Stage 4 in private schools.

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While French benefited from this in terms of numbers, popularity may be an issue as due to

funding not coming from the state other languages were offered such as Russian, this

addressed the foreign languages issue of choice, where resources were limited in state

schools within local education authorities, demands could be difficult to meet due to poor

funding, this is less of an issue in independent schools, although the learning experience is

not necessarily better. In specific schools/colleges outside of the public sector, French could

be overlooked due to the other languages available. Although, there are notably much more

French teachers in public schools compared to state schools. Latin is also in survival among

Classical Studies in private schools and this compliments French as a wide number of pupils

typically learn the two alongside each other, helping to put the study of Latin into application.

The idea of making primary school languages totally compulsory has never as yet been the

case in the National Curriculum. Although in a number of primary schools, foreign

languages, including French, have been for some time delivered as extracurricular activities,

often in the form of afterschool activities, often delivered by peripatetic tutors due to a

language being such a specialist subject. Some offer French or a modern foreign language

at Key Stage 2 as part of the curriculum and there are a limited number of primary schools,

which begin the Key Stage 3 syllabus in Year 6, with the support of staff visiting from the

local secondary schools coming to teach. A big problem, identified, however, is the lack of

continuity for pupils who have learned a language, when moving from Year 6 to Year 7,

since there is no continuous progression, simply starting again. Students generally will learn

French or whatever their first foreign language that they study from absolute beginner in

Year 7, for the traditional five year route to GCSE. This is not ideal, however, for the minority

of pupils who may have spent as much as four years or longer learning French at Primary

school as they are not progressing but simply starting again. Continuity, therefore is, a major

factor which contributes to the level of success of foreign languages studied.

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The first language learned in Year 7 is learned until at least the end of Year 9, which marks

the end of Key Stage 3. One of these languages must be one which is currently spoken in

the European Union other than English (British Dyslexia Association) French remains the

language studied most as a first Modern Foreign Language at Key Stage 3 and therefore.

Government guidelines provided recommend that, teaching time at Key Stage 3 should fall

between 90 and 180 minutes per week for the Modern Foreign Language or languages

learnt in Year 7. Up to an additional teaching period for any second language learnt in Year

8 and 9, where this occurs, devoting equally half the Modern Foreign Language teaching

time to both languages. At Key Stage 4, where languages are optional the equivalent time

for an enrichment option is given per language taken. Viewing a sample of curriculums made

publically available by secondary schools, it is clear that a number of secondary schools

place emphasis on the first foreign language taught from Year 7. The time dedicated to the

second foreign language can be reduced by half in Year 9, or all teaching time for Modern

Foreign Languages given to the first language throughout Year 9. This all usually depends

on the available staffing. To help to give students a flavour of combining languages with

other enrichment curriculum areas languages and at GCSE level, some secondary schools

have now moved to a two-year Key Stage 3, due to the leeway created by the removal of

compulsory Key Stage 3 SAT examinations in Year 9.

Whether or not a learner will choose to study French at Key Stage 4, when it becomes an

option depends. Making languages an option at Key Stage 4 (Years 10 and 11) is a key

contributing factor in the reduction of people studying languages. Whether or not the study of

a language is compulsory at Key Stage 4 is unusual at the discretion of the school. Even

where continued study of a foreign language is required, not all learners are necessarily

entered to obtain the qualification (i.e. GCSE). Since Autumn Term 2003, languages became

optional at Key Stage 4 in almost every secondary school. The only schools where all pupils

were required to engage in language study or activities post Key Stage 3 were schools

where languages were the specialism of the school. Although, around fifteen percent of

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pupils could be dis-applied (Department for Education and Skills, 2002), time was still

allocated to foreign language studies post Year 9 for the majority of pupils, which at least

meant some exposure to the language. National results of GCSE examinations, published

show that French is by no means among the subjects where students attain weaker grades.

French now being optional in the majority of schools, only the students who are interested in

languages will continue at Key Stage 4. Obviously one will never consider taking a subject

which they consider to be boring or difficult and will automatically choose subjects from the

available enrichment options which they enjoy, and possibly intend to enter a career in the

related field. Hustington Post (2011) reported that the number of pupils taking a French or

German at GCSE, however, fell on occasions by a notable margin between two years.

Where Vocational Courses, such as Applied GCSEs, which were introduced circa 2003, are

offered in the curriculum, in some schools there is the option to combine the first Modern

Foreign Language learned in Year 7 with subjects such as Business Studies or Leisure and

Tourism as GCSE double award. The course content mirrors that of normal language

GCSEs, but with slightly more emphasis on Business communication or Tourism topics, in

the course content.

French is in many post 16 institutions where AS/A level examinations are offered, the most

popular language. With many Sixth Form Colleges having more than one class in both AS

and A2 level compared to one class for German sometimes both AS and A2 combined, and

sometimes two AS classes and one A2 class for Spanish. However, due to the significantly

big step from GCSE higher level and the somewhat drastic change in the format of being

taught the language at AS level compared to GCSE, many AS/A level candidates have been

opting not to study a language Post GCSE. This is often in the belief that your GCSEs,

attained at the age of sixteen, are your main education and that one has already

accumulated enough of the language at GCSE. West Midlands Consortium for Routes into

Languages (2008) also reported that any fall in candidates taking French or any language at

GCSE or Key Stage 4, reduces the number of candidates for A level. It is common that there

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will be a pyramidal proportion of students continuing to AS/A2 level in any subject due to

people needing to specialise given the increasing level of depth of study needed.

Additionally there are those who will leave school and either go directly into either

employment or a vocational college, the number of candidates at AS and A level, will be

lesser than those at GCSE, even where languages are compulsory at Key Stage 4.

Retention can be poor in post 16 institutions when a young person takes their first foreign

language post GCSE level. This is quite a shock and extremely demanding transition for

most 16-18 year olds. Regardless of performance at grades A*-B at GCSE and through the

higher tier level examinations, many candidates are dissuaded after having started AS level

due to the different, more mature format of teaching.

French, as a language, is somewhat synonymous with Modern Foreign Languages in

England. This is due to France’s close proximity to England and stereotypical views of the

French and their culture making it an enjoyable language to learn. It is preferred to German

for a number of reasons. German has a feature, typical of Germanic Anglo-Saxon languages

known as a “case system”, causing declensions depending on the function of a noun in a

clause, which for many learners is complicated to understand. In relation to linguistics, this is

due to French being less guttural in sound and German being wrongly viewed as

increasingly difficult to master. As well as being nearest to the United Kingdom and easily

accessible via Ferry, and since the 1980s the Channel Tunnel many tourists visiting London

are able to visit Paris with the “Eurostar”. Robinson argues that the popularity of French as a

studied language, is due to Britain spending around four hundred years under Norman

monarchs and that following the Norman Conquest of 1066, French was the language which

represented power.

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What the country where the language is spoken and its climate can also be something that

inspires one to learn its language. France also is very varied in its geographical features thus

making its various regions appeal to different areas of the tourist economy.

The approach of the Labour party, which had come to power in 1997, did not seem to view

the importance of language study as much as the Conservative Party, which would make its

return to form the government in 2009. The Labour government put an end to compulsory

languages in circa 2004. Tony Blair’s preference was that as many people as possible left

compulsory full-time education able to read and write in English. Stephen Byers, the existing

Education Secretary, reported the Labour party’s intention to try and prevent children in

Primary education from not achieving the necessary standards of literacy. This meant less

emphasis on foreign languages. Numbers began to decline during the first decade of the

Twenty-First century and data gathered by Eurostat (a branch of the European Commission)

during 2009 showed a substantial drop between 2005 and 2009 in the number of students in

the United Kingdom learning French. Eurostat also highlighted that the number of students

learning of German in the UK had made a significantly smaller decrease than French, but in

2005 had even fewer learners.

Available resources are also a very important factor. The majority of learning resources

available, and particularly textbook series such as “Avantage” or “Équipe”, are available for

teaching in French. Language Assistants (F.L.As) are also an extremely important resource

for language students and facilitate the language learning process. British Learning Council

(BSL), who hold overall responsibility for the supplying of native speakers to act in the role of

Language Assistants offering support to students, report a minor fall in those coming to

England from countries other than the majority of schools are only provided with French

assistants due to the number of them available. Schools where AS/A level is taught at an

attached Sixth Form, require language assistants and with French being the only foreign

language taught at AS/A level, this explains why most schools have only a foreign language

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assistant for French. This is less of an issue for non-state funded schools, as they are not

reliant on the local authority for funding.

The situation is better for courses post GCSE. Obviously, the majority of learners at AS/A2

have chosen to specialise due to an interest in the subject. Representatives from publishers

such as Oxford University Press (OUP) have actually gone as far as to actually visit centres

for purposes of market research, giving demonstrations and conducting interviews with

tutors and learners. In relation to the theme of this essay, clear and effective guidance is

proven to be an issue. When learners are told by the right professionals what is available

and appropriate for the individuals needs in learning a foreign languages, students are more

confident, plus there is less of a feeling that language learning methods and provision are

not up-to-date.

It is often commented by language teachers and particularly subject leaders of languages

that sustaining the interest, concentration and motivation of students at Key Stages 3 and 4

within secondary level is difficult. Resources and learning methods are described as being

somewhat “stale” (Cathy Gill, C.1996). As they become dated younger students find it

extremely difficult to relate to them and report that therefore their interaction is reduced in

speaking and learning activities. Language learning courses for schools are in need of

replenishment, however again with languages unfortunately being labelled an unpopular

subject, publishers do not feel it would be viable or worthwhile to invest funding in the

production of new materials for languages apart from at AS/A level. Furthermore, few writers

are available to dedicate to coming up with anything fresh for the 21st Century. Having up to

date and interactive resources affects the quality of the learning experience overall. Again, if

they are not appealing it will be dissuasive towards a learner.

The tasks required to be taken for assessment are also taken into account in the stages

where the subject is taken as an option. In the latter stages of language study, there seems

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to be an issue with the resentment towards having to take other comprehension tasks such

as summary writing which are needed to make an individual learner more academic and the

fact that these skills are no longer taught in English (Frey et al, 2003). Therefore, when one

is presented with an assignment task requiring such skills they are perplexed as to how to do

it and what is expected and it affects, or they fear it may affect their performance and not be

representative of their ability. Awareness of the importance of being a more mature and

rounded learner is currently quite weak, even for those who would otherwise like to

specialise in a modern foreign language. Being able to speak in order to impress or for

employability seems to be the main priority. Other related subject areas such as the study of

the Culture or Politics of the country, are not deemed to be necessary. At university level

students can be challenged to demonstrate their comprehension through assessment tasks

comprising summary writing and paraphrasing, which typical modern students have very

little understanding of. In the later stages this can also discourage candidates from

continuing their studies through to Degree level in French or a language, although may not

be an issue up until the end of A level.

Poor understanding of English language and grammar is also a big issue. Students will

neither know nor understand what a verb, is what a noun is etc...

Numerous media stories report on how education can be more about getting students

through exams rather than actually teaching them how to specialise. This is adequate in the

earlier stages but insufficient later when one needs to understand how their subject

functions. Thirty to forty years ago during the days of O level and A level, at both levels

learners of French and all foreign languages would be taught at all levels the theory of the

subject and challenged to apply it to some extent, in order to be able to pass exams. A

typical French GCSE candidate since 2000 in secondary will have learnt a series of

questions used in the general conversation part of the oral exam in the fashion described as

“being spoon fed”. This will form the basis of their spontaneous discourse developed so far.

This is not an ideal starting point for later and more advanced study. Fears of being

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challenged and forced to make a demanding transition is also therefore, another potential

reason for the reduction of candidates at AS and A2.

3. Literature Review

Given the wide range of materials available which describe the current and former situations

regarding the teaching of the French language is has been necessary to focus mainly on

literature produced within the last decade, as this is when one perceives the decline to have

occurred.

With constant changes in the teaching and learning of French, which falls into the generic

subject category of modern foreign languages, and also the regional differences depending

on social and political situations locally, it remains to be obvious why there are conflicting

reports, views and opinions.

Section 3.1 evaluates the accounts describing the popularity of French as a foreign language

in England and Wales. Section 3.2 focuses on viewpoints and reasons given for any

decrease in the popularity of French. Sections 3.3 and 3.4 seek to establish from the

accounts given, whether there actually has been a decline in the study of French. Sections

3.5 gives the various reasons for any decline and 3.6 expands on this by evaluating views

over which subjects have been overtaking French in popularity and adding to its lack of

popularity. Section 3.7 reports on the timing of the decline and the slightly conflicting

accounts given, and individuals who believe that French learning as a foreign language

actually has been in decline, and Section 3.8 mentions and evaluates some of the strategies

introduced to help reduce any decline and restore the popularity of French and the subject of

foreign languages as a whole.

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3.1 French as a popular and successful foreign language in England and Wales

With regards to the decline of French in particular, in contrast to modern foreign languages

as a whole, there are also many conflicting views as to whether French remains the most

popular foreign language learnt in England, or if it actually is being overtaken by other

foreign languages. Whichever the language or languages which are rivalling and

superseding French may be in terms of popularity varies considerably in reports due to the

writers’ differing standpoints.

Numerous tutors and organisations offering teaching in a single modern foreign language,

such as the Cervantes Institute, which teaches and supports only Spanish seem to want to

promote their language as being the most popular and the most important to learn. This is

understandable given their position in wanting to encourage people to study their language

with them.

Twigg (2003) believed French to be the most popular foreign language taught in England

and Wales, above German and Spanish, whereas, in contrast, Shepherd (2009) believed it

to be Spanish, which was overtaking both French and German in popularity.

Vasagar and Shepherd (2010) investigated subjects which were becoming more popular

amongst students at GCSE level and described French as being in significant decline in

teaching and learning in England and Wales, and believed Spanish to be more popular than

French. Paton (2010) also believed Spanish to be the more popular as a foreign language

learnt in England and Wales, due to Spain and the Spanish speaking countries being more

popular than France as tourist destinations. Paton also claimed Spanish to be the only

“mainstream” foreign language to have been increasing in recent years. Meikle (2007)

described languages generally to have been declining.

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Surprisingly, a number of articles even believe Mandarin Chinese to be more successful

than French in the country and, sometimes, the most synonymous with modern foreign

language learning. Chong (2009) reported Mandarin Chinese to be the most successful and

growing language not only in schools and at GCSE level but in the world of business as well.

In contradiction to Paton, the Guardian (2010) believed French to remain the most popular

language at GCSE. Chong’s view was attributed to the overall power and development of

China and expansion of the economy of China, plus the increasing availability of learning

resources easily available worldwide. Moreover Chong (2009) completely seemed to resent

all of the beliefs and statements that the study of languages in general should be seen to be

any sort of decline, and believed them to be one of the most thriving subjects in education.

The conflicting testimonies given may well be down to the tutor’s personal experience of

their own specialist foreign language and in some cases also their native language and the

areas where they will have taught, where the language has not or not been compulsory, if

there have been any significant numbers of learners, the language will had to have been

popular in the particular local area.

From the perspective of those who believe French to be a popular or the most popular

foreign language in England, there are, in addition, many conflicting views as to why French

is such a popular language; Some writers argue that in addition to French being learnt for

purposes such as for travel, given its proximity to England, it is learned as a basis for the

later learning of the other romance languages such as Spanish and Italian.

3.2 Authors’ views

There are also conflicting views over student’s perceptions of the importance of French or

the learning of any modern foreign language. Morris believed French being not compulsory

was leading to an increase in truancy and believed it being compulsory was no longer

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appropriate (BBC, 2009). Guardian (2011) reinforced that many monolingual UK citizens felt

safe speaking only English as they had wrongly conceived that everyone else in the world

spoke English. Teaching Today (1993), teachers seemed to believe that during the 1990s,

the decade prior to languages going into wane in England and Wales, pupils believed

learning French was useful for travel purposes and showed courtesy to native speakers and

their relatives when travelling.

Case Studies conducted by the Guardian in 2007, showed that some students were copying

their peers by dropping a language and they also believed that it would reduce their

workload during their GCSE years. Others thought it could blemish their record if they

achieved a weak result at GCSE.

3.3 Those claiming French or Modern Foreign Languages to actually be in decline

Numerous newspaper articles’ headlines report issues occurring in the decline of Modern

foreign Languages. Some writers, such as Garner (2010) claim that French is the foreign

language to be falling in popularity. Whereas Hoare (2005) reports it to be continuing as one

of the more enjoyable subjects in schools.

There are those writers who do not seem to agree so much that French is or has actually

been in decline. Michael Tomlinson recognised and described the importance of Modern

Foreign Language studies in the Tomlinson Report on the 14-19 Education Reform (2004)

making no mention of a decline or lack of popularity. Chong also denied any decline.

Regardless of being written during the period when it was supposed to be in decline.

3.4 The extent of the decline of French

Hargreaves (2011) reported that amongst modern foreign language which had fallen by

around 17% between 2001 and 2010 that French had fallen at GCSE level with 165,000 less

candidates now sitting GCSE examinations. Paton (2011) reiterated this figure.

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Andrew Porter et al (2010) reported the decline had been described as ‘catastrophic’ by

Michael Gove, Secretary of State for Education. Guardian (2011) embellished this saying

that as much as 60% of state schools and three quarters of students aged fourteen were no

longer learning foreign languages. The British Dyslexia Association attributed the decline to

the lack of interest to the French language specifically being difficult to learn with its

pronunciation, noun phrase construction and possessive structures, although such

organisations are most likely have had a negative experience as they will have dealt with

individuals who have had significant difficulty with their learning in language based subjects.

3.5 Reasons given for any decline

Many authors attribute the decline in French from the last decade to the decision to remove

languages as a compulsory subject of the curriculum post Key Stage 3 in England and

Wales. Davies (2004) also reported that languages had significantly fallen due to being

made an option post the age of fourteen, this making it avoidable.

Studying results achieved at GCSE in 2010 Vasagar and Shepherd concluded that there

had been a number of students taking separate sciences, (Physics, Biology and Chemistry)

as optional separate GCSEs rather than the normal double or single award Science GCSE

and that, this was one reason for the decline in numbers of those taking French at GCSE

level. Also they reported a statistically much higher rate in students taking languages apart

from French, such as Polish, Mandarin at GCSE and attributed these changes to children

from immigrant communities.

The Guardian (Sunday 15 August 2010) also reports that the quality of teaching and learning

of languages has been ineffective and has worsened in relation to the discontinuation of

languages as compulsory subjects post Key Stage 3.

20

Creswell (2007) believed the decline to be due to a lack of enjoyment within French. The

Observer (2010) added to this reiterating that language teaching and learning in schools is

‘ineffective’.

OFSTED, in several publications concluded from inspections carried out between 2008 and

2011, that it was the weaknesses in teaching of French making it a subject in which it was

not worth pursuing studies. In the classroom very little was actually spoken in any situation.

Its usage was confined to written exercises.

3.6 Subjects succeeding French in popularity

As stated in Section 3.5, Vasagar and Shepherd (2010) claimed that it was the separate

Sciences, (Physics, Chemistry and Biology) to be succeeding and rivalling French in

popularity at GCSE level, and claimed Spanish was the foreign language in the UK which

was overtaking French in terms of popularity as a language, whilst contrary to this Paton

(2011) believed Spanish to be falling. Vasagar and Shepherd also claimed Mandarin,

Portuguese and Polish were the more popular languages and attributed this to the rising

number of immigrant pupils taking their native languages as qualifications. Shepherd (2009)

believed French to be falling and being taught less and less, and that Spanish was

superseding it. Newscaster (2009) described French, German and Spanish to be the most

common languages and reported French as being the most popularly studied language at

any level, including A level and Degree level. In 2005 the BBC noted that it was mainly

Media and Film Studies which had begun overtaking languages and sciences in popularity.

BBC (2005) also attributed within foreign languages French was being overtaken by other

languages now being learnt, particularly Russian, Italian and Chinese. In contradiction the

JCQ (2010) stated that based on results from five years later, French remained the most

popular choice as a foreign language in terms of numbers taking examination and that

Chinese along with also Polish were simply growing.

21

3.7 The timescale of the decline

Whilst it is often believed to be during the early 2000s when any signs of any decline in the

study of French and modern foreign languages in general became apparent, there are

slightly conflicting accounts over the beginning decline with regard to precisely when modern

languages were dropped as compulsory subjects in the National Curriculum at Key Stage 4.

All accounts examined maintain that it was indeed during the early 2000s, when languages

were made optional post Key Stage 3 in England and Wales that numbers began to fall.

Davies reported as early as 2004 that a substantial fallback was noticeable. Andolo (2007)

claimed that it was in 2002 when languages were discontinued as compulsory subjects at

Key Stage 4 following Labour’s decision. Whereas, Paton (2007) and BBC News stated that

it was in 2004 that the fall became apparent Osborne (2003) reported that it was in 2002

when the importance of language learning was under debate in parliament. The Education

Act 2002 recorded that it was in 2002 and onwards, that modern foreign languages were

only compulsory at Key Stage 3. This only makes a marginal difference of two years but

nevertheless it remains unclear as to why there should be this confliction as there would be

a set date as to when languages were made optional at Key Stage 4. Paton (2011) reported

that French had fallen at GCSE during the previous five years to becoming optional post Key

Stage 3, whereas Hargreaves (2011) stated that it was since 2001. The British Academy

added to this by saying the decline was significant at Key Stage 4 in 2001, when large

numbers of students were not being entered for the GCSE qualifications, although they had

to continue their study post the age of 14. Searle (2006) had monitored the situation for a

period of time and reported in 2005 that it was since 1994 that the number of French and

MFL students at AS/A level had fallen by half in terms of statistics. Coughlan (2009) reports

that it was in 2002 that Estelle Morris, the existing Education Secretary took the decision to

make languages optional post 16, as a new initiative to combat truancy.

22

3.8 Strategies to increase popularity and numbers

Porter et al (2010) reported in 2010 that as in the near future, languages would be classed

as ‘core-subjects’ at Key Stage 4 alongside English, Mathematics and Science, this would

provide a potential strategy to increase numbers of French or foreign language learners.

Hargreaves et al believed that the introduction of the new E-Bac would stop the decline in

languages in general. This is due to languages being unavoidable and exposure to French

being required for longer, as the most taught language.

4. Findings

The general findings obtained from this study showed that, in addition to a lack of

awareness of the options available and importance of language learning, the changing

political and economic landscape of the world, along with ever-changing personal tastes is

undoubtedly a contributing factor to the decline in the number of French learners.

As fashions change along with personal tastes, it is inevitable that subjects being studied

and their popularity will too. While specific interest and popularity in a subject area will fall it

will too be overtaken in popularity by other subjects, the mentioned case of Media and Film

studies is such an example.

Learners in schools were opting not to study a language post the age of fourteen in general

due to it simply not being compulsory, failing to recognise its importance in the world of work.

As mentioned learners will only choose from the options available, the subjects in which they

are strong, enjoy, wish to specialise, and believe that they possible may pursue a future

career. In this regard, awareness of the usefulness of a foreign language for work is quite

inadequate. Even if one is not a linguist or specialist, any knowledge or qualification in a

23

foreign language is to one’s great credit. With regards to French, French is not generally

viewed as important for the economy regardless of France’s proximity to the United

Kingdom.

In addition, students can find learning subjects that are not enjoyable somewhat tedious.

They can fail to appreciate the benefits of taking that subject. Therefore reasons for studying

any subject should be made clear to them, as well as how it can be beneficial for them in

both employment and learning.

The majority of subjects taught through primary and secondary until Year 9 are designed to

broaden one’s general knowledge and awareness of humanity, and also to try and develop

one’s critical thinking. In recent years many subjects have also incorporated an element of

ICT.

French amongst languages in general was less popular, but seemed to be growing as the

most learnt language amongst the majority of age groups. It remains unclear as to why

exactly this may be, but many learners seem to deem German to be a very hard language to

learn, with its grammar and in particular its case system and not considering it as a result. As

mentioned in Section 3, specialist tutors of Mandarin Chinese believed Mandarin Chinese to

be at the forefront of foreign language learning in the United Kingdom, due to the growing

Chinese economy when ironically Chinese is more difficult to learn for an English speaker

than learning German speaker due to having a tonal system and a totally different alphabet

of some 4,000 completely difference pictorial characters. However, understandably it is

likely that subject specialist tutors will promote their own native and/or specialist language

and will only argue in favour of it.

In addition, as mentioned previously subjects deemed to be more “modern” and less

academic and less traditional such as Film, Media and Leisure and Tourism were taking their

place in post 16 educational institutions where AS/A levels, due to them being thought to be

24

easier than other subjects such as languages, mathematics or sciences. are taught and at

Key Stage 4 in mainstream secondary school and in other colleges, vocational courses had

continued to grow since they were first introduced by the Conservative Party during the

1980s, and grew considerably since the introduction of Applied GCSE courses in the 2000s.

(Department for Children Schools and Families, 2008) with regards to altering the Key Stage

4 curriculum the success had been variable; the introduction of Diplomas aimed at aiding

students making the transition between education and work has not been a positive factor so

far with regards to language studies, as hardly any of the subject areas in which Diplomas

are offered (QCA, 2007) involve any element of foreign language learning, again this

reduces numbers of French or language learners.

The fear of the subject and lack of confidence seems also to be related. Students fear

making mistakes when speaking French given the differences to English and being

corrected which can be somewhat embarrassing for them, and are therefore making very

little attempt, particularly in secondary when peer pressure tends to occur. Szynalski reports

that mistakes are an important part of the process of language learning. Obviously with

many failing to realise this, this will lower one’s self-esteem and one will be discouraged if

any errors are made and not want to make any further effort. Persistence is in this regard an

issue.

The use of language lessons for tasks and activities not technically related in any way to

language learning or linguistics is another issue contributing to the poor attainment of

language candidates. Poor attainment at Key Stages 3 and 4 French, will obliviously mean

fewer candidates specialising post the age of 16 having not accumulated the necessary level

of proficiency, and again this reduces the pool of candidates as a whole. Articles, whose

authors had had some observation of specifically French lessons in secondary schools,

described the lack of usage of the French language in speaking as surprising. This defeats

25

this object of learning a foreign language and why standards of communication in French are

so weak for such a high number of people in the United Kingdom. Nunan (2004) noted that

many tasks at Key Stage 3 involved very little language or communication, which are the

sole aims and purposes of the subject, but in fact creative activities. Key Stage 3 lessons

involved activities even such as drawing something in connection with French, France or the

Francophone world.

A notable portion of Year 9 lessons which were observed revolved around studying fashion.

French celebrities often appear in commercials for clothing and products such as perfume or

aftershave. After her success in the film Amélie, a French film associated entirely with

France, yet popular overseas due to the aid of English subtitles, a group of girls had

developed an interest in the iconic actress Audrey Tautou, whose character in the film

became one loved by viewers (Écran Noir, 2001) and had created posters to describe her.

Teachers reported that this was all that Key Stage 3 pupils were interested in looking at in

lessons. It broadens their Knowledge of Society but reduces use of the language and again

can affect their performance later on.

In relation, with French deemed so fashionable and a language synonymous with romance it

remains a desirable language to learn, despite being in decline due to beliefs of being able

to speak it will impress, in particular the opposite sex. The famous phrases from “Lady

Marmalade” “voulez vous coucher avec moi soir” is in fact believed to impress on dates. This

statement alone shows an association that has grown between the English and the French.

For this reason one would believe that learning it for academic or professional purposes

would be more popular in England and Wales.

People also seem to fail to appreciate the academic benefits of learning languages which

may not be directly linked to languages themselves. These include enhanced literacy and

26

cognitive thinking and behaviour (Dicks, 2009). Michael Gove, Education Secretary (2011),

believed that the United Kingdom was actually proud of not speaking other languages and

partly due to being an island with no on land neighbours, we can avoid interaction with

speakers of other languages and are ‘perversely proud’ of not speaking any other languages

besides English. Gove also recognised the lack of awareness of the mentioned, less obvious

benefits of foreign language learning.

The starting age for learning a foreign language seems to be much later than some other

European countries, where languages are more popular and successful. A study conducted

by Eurostat (2010) placed the United Kingdom below average in regard to the starting age

for a child to begin learning a second language. It gradually becomes more difficult to

accumulate a new language and its features as a person becomes older (Linguistic Society

of America, 2011). This is due to “neural commitments” which occur in the brain. and

becoming accustomed to producing native language sounds. This too places other countries

in Europe ahead of the United Kingdom in terms of successful foreign language learning.

Moreover, it appears that the traditional French syllabuses of learning vocabulary and

grammar and literature later on has been replaced with items to support travelling. Nunan

noted that the majority of learners were generally more interested in travelling to use the

language rather than mastering the language itself and its grammar. This is adequate at

GCSE, where rote learning is needed, but will hinder the transition and progress to AS/A

level, again reducing the number of French candidates here at Key Stage 5.

Consequentially centres, particularly universities, have when undertaking reviews taken the

action of closing language departments or only offering language courses as evening class

27

and not degrees. Decisions are made by senior leadership teams based on budgets, and

with cutbacks the best possible use of income has to be made. Again, the reduction of

French candidates at GCSE, will impact on the fall in the number of French candidates later

on in the education system.

This has obviously been an employment issue and Helm (2011) believed there were fears

for foreign people who could make useful language staff about job security after a cutback

was announced by David Cameron (Prime Minster as of 2012). Considerable redundancy of

language teaching staff was also reported to be inevitable and this signifies a decline in the

teaching of French in terms of numbers. Moreover, should the situation improve, with more

taking French under the new curriculum reforms, unless the changes made are temporary

poor choices will be available for candidates and it could be difficult to re-implement the

resources and personnel previously available for teaching and learning of French, when

more candidates available and enough to justify re-launching courses withdrawn, including

French and languages. But for this to happen, reviews should be taken to monitor the

situation and see how it has changed.

Overloading learners at AS level with more than what they actually need to pass exams,

when they are not ready or mature enough as a linguist to be taught so, is a deterrent from

continuation at AS level, which needs to a somewhat frustrating learning experience and

possibly underachievement is also an issue. This too reduces the number of candidates at

AS and A2 level in French and modern foreign languages, given the fear of difficulty.

The native language of English is also an interference. This too is an important reason for

the lack of people in the United Kingdom studying and speaking French or indeed any other

28

foreign language. English is the native language of some 55,000,000 Britons (English,

English, 2012) and the language most spoken in America, Canada (CBC News, 2012).

Following the failure of Esperanto, English is often labelled the “Lingua Franca” and is

recognised as an international language or tool used for business. English people learning

English wrongly believe that the whole world speaks English. Another reason related to

English, for which few people have any desire to learn any foreign language is the belief that

one can get by in many countries with English due to their level of English.

Other countries outside of the United Kingdom are notable for being more successful with

foreign language teaching and learning than the United Kingdom. A possible reason for the

level of success of language students from other countries achieve a greater level in English

as a foreign language, having to start it at a younger age and use it in context. In some

schools lessons of subjects completely unrelated to languages, such as Politics, Geography,

Science etc. are delivered entirely in English. Again this dissuades British students from

feeling the need to study French or any foreign language. The issue of British learners being

made to put French language into context by speaking or being spoken to in French in

lessons shows the importance of usage and practice of the language and more practice in

these other countries, along with a younger starting age has shown that this is also another

weakness which, again, lies in the teaching and learning of French.

29

4.1 Data analysis

Here are tables presenting data relating to GCSE examinations taken in French, German and Spanish during two consecutive years: 2011 preceded by 2010. Clearly the numbers of people taking GCSE in the three languages have gone down between these two years. As you can see, French in both seasons was the by far most popular language taken at GCSE.

These figures also reinforce the theory that languages are more popular amongst female learners than males. French is no exception to this and in both years female learners numbered almost around three fifths of all those taking French at GCSE.

Table 4.1

Summer 2011 (GCSE) Summer 2010 (GCSE)

Object Gender Number of candidates Object Gender Number of candidates

French

Male 63980

French

Male 75705

Female 90241 Female 101913

Both 154221 Both 177618

German

Male 28542

German

Male 32738

Female 32345 Female 37431

Both 60887 Both 70169

Spanish

Male 27410

Spanish

Male 28456

Female 38611 Female 39251

Both 66021 Both 67707

Data obtained courtesy of the Guardian (2011, 2010). (Figures may include Northern Ireland).

30

Table 4.1.1 - GCSE Entries for French, German and Spanish 1995-2011

Source: JCQ exam entry data; 2011 figures are provisional. (Data obtained from CILT, originally provided by JCQ.)

The data covers all schools, FE and Adult colleges and individual entries in England, Wales and also Northern Ireland.

1995 1996 1997 1998 1999 2000 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

French 350,027 347,160 335,997 337,577 342,227 344,305 341,604 331,890 318,963 272,167 236,427 217,525 202,136 188,764 177,860 154,221

German

129,386 134,286 134,604 134,289 137,011 134,356 130,976 125,851 122,161 105,259 90,345 81,131 76,802 73,475 70,174 60,887

Spanish 40,762 42,553 43,468 47,406 48,529 51,264 58,271 61,490 64,167 62,489 62,163 64,207 67,108 67,089 67,778 66,021

Total 520,175 523,999 514,069 519,272 527,767 529,925 530,851 519,231 505,291 439,915 388,935 362,863 346,046 329,328 315,812 281,129

ALL ENTRIES 5,431,625 5,525,620 5,455,665 5,398,370 5,501,193 5,692,414 5,692,414 5,755,870 5,887,860 5,745,405 5,765,773 5,842,830 5,692,370 5,488,361 5,395,949 5,151,970

% MFL of all Entries

9.6% 9.5% 9.4% 9.6% 9.6% 9.3% 10.2% 9.8% 9.4% 8.5% 6.7% 6.2% 6.1% 6.0% 5.9% 5.5%

% French of all entries

6.4% 6.3% 6.2% 6.3% 6.2% 6.0% 6.0% 5.8% 5.4% 4.7% 4.1% 3.7% 3.6% 3.4% 3.3% 3.0%

% Spanish of all entries

0.8% 0.8% 0.8% 0.9% 0.9% 0.9% 1.0% 1.1% 1.1% 1.1% 1.1% 1.1% 1.2% 1.2% 1.3% 1.3%

% German of all entries

2.4% 2.4% 2.5% 2.5% 2.5% 2.4% 2.3% 2.2% 2.1% 1.8% 1.6% 1.4% 1.3% 1.3% 1.3% 1.2%

31

0.0%

1.0%

2.0%

3.0%

4.0%

5.0%

6.0%

7.0%

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

Pe

rce

nta

ge

of

All

En

trie

s

Year

Figure 4.1 - GCSE Entries for French, German and Spanish 1995-2011

French

German

Spanish

32

The graph shows study of French and German to be fairly constant between 1995 and 2001

when the fall began, French suffered the largest fall due to it being the most popular

language. Spanish started to rise but given its number of learners could not compensate for

the fall in the numbers of French learners. In terms of numbers, French has suffered the

largest loss.

5. Initiatives Taken

The objective to try and tackle any decline should be not only in place to help increase the

uptake but also to enable one to gain greater satisfaction from one’s learning. It is

fundamental to improve the situation and quality of learning, rather than just to forcefully

make up numbers.

5.1 Changing course content and study routes

The content of courses and the syllabuses and the assessments have been scrutinised and

revised. This is undoubtedly an initiative to improve the quality of learning and experience for

candidates, and possibly also to help encourage people to study languages post GCSE. The

majority of subjects both compulsory and non-compulsory in the Key Stage 4 curriculum

needed modifying anyway to make them more relevant and applicable to everyday life.

(Direct. Gov).

James Meikle (2007) reiterated the fall in numbers taking modern foreign languages and

announced that the syllabuses for GCSE courses would be made easier in a strategy to

increase the pool of candidates at Key Stage 4.

Lispett (2007) reported that examination boards such as The Assessments and Qualifications

Alliance (AQA) were trying to introduce an alternative to GCSE, which would also require

less study commitment through which to achieve the necessary standard, thus allowing the

less able to show what they are capable of. This addresses the issue of inclusion.

33

Students feel low self-esteem when they underperform and in secondary schools peer

pressure can be quite distressing and, when coupled with poor results, a deterrent from

studying a subject. In this regard, an alternative to languages at Key Stage 4, at a lower level

than GCSE, but nevertheless an officially recognised qualification in French,

The development of the E-Bac (English Baccalaureate) determined that languages should be

a compulsory subject at Key Stage 4, is a very important initiative taken to combat the

decline of French and foreign languages. With at least one foreign language a requirement at

Key Stage 4 and French being the most taught and learnt foreign language in schools

(Antimoon, 2009), this would inevitably help in terms of numbers. Mielke (2007) reported that

while making languages compulsory once again at Key Stage 4 they are to be made easier

to undertake, this would be a key strategy in reversing the reduction in French. With French

as the most taught language, one would have to take a language, most likely to be French,

Spanish or German, for a little longer than the compulsory three years, and the less able will

have the chance to show what they are capable of.

The content of AS and A level courses has undoubtedly been becoming easier towards the

end of the 2000s and onwards, possibly to try and increase the number of candidates.

Initiatives have been taken by examination boards such as WJEC in order to encourage

candidates to take AS/A level examinations, in reducing the element of Knowledge of the

Society and Culture of the countries where the studied language is spoken. This means that

AS/A level candidates are more rarely required to learn facts about the speaking world of the

language to gain marks, in addition to developing their oral and written language skills, hence

reducing the amount of independent study and research. Language and the associated

qualities of language is since Autumn Term 2008, the only element officially tested in AS and

A2 level examinations. A similar situation occurred with the study of literature in the foreign

languages. Until around 2002/3 prose and poetry was a part of the specification, which was

34

later abolished but from around 2008 onwards revived along with the optional alternative to

study a film. Many candidates of French would have to study a text by a prolific French writer

such as Molière or Maupassant. This could compliment the study of Media and Film Studies

which grew in popularity at AS/A level and beyond from around 2004 onwards, and can be

complimentary with language studies. There needed to be more freedom and appeal to

learners in the curriculum at Key Stage 4.

Morris stated that Key Stage 4 was “inflexible” prior to the period when languages became

optional post the age of 14. The introduction of more vocational courses was introduced in

preference with the aim of stimulating teenagers’ interest in their studies and increase their

engagement. More flexibility was needed to motivate low achievers and those with a

disaffected attitude towards school life. This reinforces the decline from the perspective of

the lack of interest and changing needs which needed addressing.

5.2 Improving awareness

Heather McGuiness claimed that initiatives to inspire students to learn languages and to

make them aware of the benefits and options available would be paramount in dealing with

the situation over any decline in schools and colleges. This helps give them a natural

inspiration to learn rather than being forced to or having to. Organisations have enjoyed

some success in this regard and have shown that lack of awareness is quite serious and that

greater understanding of the importance of learning languages and the factors involved is

fundamental.

The investigations carried out show that, as ever it can be difficult to address each student’s

needs as funding is often an issue. Where there have been significant cutbacks in funding

35

and teaching time has been limited, other avenues have been pursued. Such as “blended

learning”. This involves between 1-3 hours of class contact time per week and 3-7 hours of

independent study. This has proven effective for older learners over 18 years of age, where

an institution has difficulties financially in accommodating learners or where learners have

difficulties in travelling to and from a centre. This however, cannot really combat compulsory

education, where the vast majority are required to attend their local schools by law. But may

help to get more learners on board at University level.

5.3 Other approaches already taken

Other possible initiatives taken are to try and mix French or languages with other subject

areas. With indications or fears of French being in decline, it is known that languages can be

complimentary with many other subject areas given that they are based around the principles

of communication, and that the countries where the languages are spoken have their arts

and culture.

With the already mentioned rising popularity of Film Studies, French Cinema modules or

even whole degree courses can join a language with cinema or Film Studies as a joint

discipline. Film is a fundamental factor in the popularity of a language. With some popular

French films and iconic scenes being known amongst young people, seven out of ten

universities will now allow French studies to be coupled into a joint honour degree with Film

Studies (UCAS, 2012). Not necessary intentionally as an initiative to encourage French or

any language learning with Film but still an important factor in relation to content.

The subjects attempted which are known to be very popular amongst the vast majority of

pupils have also been designed to try and develop new approaches. It is traditional to deliver

martial arts sessions in their original language, such as Japanese, in a similar vain several

schools in the West Midlands have shown to have been experimenting with Sports

36

Leadership coaching sessions with instructions given in French or Spanish by students aged

thirteen or over (Sports Leaders UK, 2012) this is seen as an ideal age, given the student will

not be totally new to the language having had to learn it since either the age of eleven or

twelve. Sport is obviously popular amongst many young people as a social and academic

subject.

Returning to the issue of the starting age, the age for beginning a language in the United

Kingdom also needs consideration and Michael Gove, Education Secretary, is proposing

languages be taken from the age of five as in other countries (BBC/Guardian 2011). Starting

languages earlier, whilst a child is at primary school has shown to have been productive.

Making use of interactive, modern technology has also proven useful Tomes (2005) reported

that enhancing the learning experience by using technology, such as that of “Linguashare” to

hold language competitions had engaged the children.

In certain schools where Key Stage 3 now only lasts two years and languages are still

compulsory during Year 9, in languages this has provided an opportunity for individual

learners to reflect on their strengths and weaknesses and has, so far, been quite successful.

To address the issue of the lack of continuity between primary and secondary and also the

starting age, despite their only being a few months difference, some primary schools have

had partnerships with specialist language colleges, where staff previously timetabled to teach

Year 11 who take study leave and leave school at this point.

5.4 Academies

A number of schools, particularly state secondary schools, are now in the process of or

considering converting themselves to academies (also known as gaining “Academy Status”)

This has remained an option ever since Tony Blair introduced academy status in 2000

(Lipsett, 2007) but has become more popular in the recession. This signifies that the school

37

is free from local authority control and there is funding channelled directly from the

Government as well as some from commercial sponsorship.

With the aims of being an academy being principally to improve the school’s income and

being allowed to have more freedom over the curriculum, this could be a strategy in

improving the situation regarding language studies both in terms of what the school can offer

under academy status. There could be wider choice available over the programmes but only

if the leadership of the school is in favour of language learning, as this would be what would

determine where the focus would be placed, as in many other ways. It is a solution for

schools in areas where the Local Education Authority is struggling as amongst areas which

have stronger authorities, but only if the school exercises it in the favour of foreign

languages. This may not be such a positive thing for French as if additional choices were to

be made available in the field of languages, students may opt for lesser taught languages

once there was the freedom of choice.

6. Conclusion

This study has carried out an extensive investigation of the relevant aspects of the teaching

and learning of French as a foreign language in the United Kingdom. It has reviewed and

evaluated different writers’ viewpoints and accounts in the reporting literature studied and

occasionally tried to interpret the possible reasons and likelihood for this. It has also sought

to try and interpret personal psychological personal issues.

After having scrutinised the relevant aspects of this topic for analysis, it can be concluded

that there actually has been a decline in the study of French language in the United Kingdom

along with foreign languages as a whole. Decline in this context is in terms of the numbers of

learners which will obviously also have some impact on the related workforce, id est.

language teaching staff. The decline and lack of popularity of the French language is

apparent from the comments given in reports by various authors and an analysis of statistics

obtained from reliable academic sources. The exact extent to which French and each

38

language has declined has depended upon a number of factors mentioned and specifically

whilst French has too been decline in the number of people learning it as a foreign language

in the United Kingdom and taking it as an examination subject, due to factors mentioned in

the previous sections, it has fortunately been among the more popular modern foreign

languages studied if not the most popular.

There are a number of factors which can relate to one another contributing to the lack of

popularity in French and languages in general, which has caused the decline.

The state education system is the main provider of learning and more than ninety percent of

children in the United Kingdom attend state schools (British Council, 2012). With education

for children aged five and over being compulsory, exposure to a balanced curriculum is

required with no personal choices until the age of 14. But some flaws in it have a negative

influence on personal opinions regarding a subject which will reduce a subject’s popularity.

The weak teaching and learning as described at Key Stage 3 in French with all foreign

languages, along with personal misconceptions of languages and in some cases lack of

provision due to poor funding, will lead to fewer individuals opting to take French or any

foreign languages at Key Stage 4, where they were made optional. Where subjects are

optional, if they are not enjoyed fewer candidates will pursue further study in them and when

they become unpopular centres may also consider withdrawal of them, which could make a

relaunch more difficult in the future. Such a difficulty with a relaunch could be detrimental as

there would be no access to study in the later stages. It is fundamental, therefore, for there

to be a regular review of statistics and positivity towards languages. Unpopularity can also

mean less funding from the government, which again is significant as educational

organisations, have to adapt their curriculum based on their budget and financial plan.

Governments can also decide to allocate less funding to subject areas which they personally

do not favour to be important for use in the world of work or which they believe to be

unpopular.

39

The decline in French is an ideal illustration of how weak teaching and learning within a

subject, coupled with a negative attitude and lack of encouragement to study it, can

contribute to it falling in popularity overall. Initiatives and strategies described which have

already begun to be carried out by various parties in an attempt to improve the overall

qualities in the teaching and learning experience of French, show what needs to be done to

try and rectify the problems, how significant certain issues such as lack of awareness have

been and the difference it can make overall.

Weak attainment levels achieved, making candidates not want to take or unsuitable to take a

foreign language at Key Stage 4 or at any later point is also significant. Lack of practical

usage of the language is a concern. The only way in which one can effectively learn a

language is through the constant and regular usage of it and exposure to it.

The principal source of the lack and decline of people learning and speaking French in the

United Kingdom lies during the secondary tier. With significantly fewer pupils are choosing to

take French or any language post 14 due to the weaknesses in the teaching and learning

experience and lack of enjoyment, this obviously has a ‘domino effect’ on the later ages of

study. Lesser numbers of uptake at Key Stage 4 or GCSE will mean a smaller pool of

candidates at AS and A2 level, which is in itself a higher level of study. As the language at A

level or an equivalent level of competence to AS/A2 level is usually required for degree study

level at any University, there will be fewer candidates attending university to take a degree.

Centres, in particular Universities, halting recruitment for French and language courses will

also be a contributing factor overall.

Personal misconceptions, id est. that of wrongly assuming that most of the world’s

population is Anglophonic, also meant that individuals do not value languages as subjects

worth studying. Resolution of this weakness by means of raising awareness would improve

one’s perception and desire to learn a language.

40

Popularity of other languages will result in French specifically lacking popularity and, as

mentioned in private, independent schools this is potentially a threat to French but not to

languages as a whole, as there could be a sudden rise in the popularity of other languages,

especially those deemed to make one ore employable.

Whatever the extent of the decline may be the main solution is to encourage learners to take

French or any languages. Over time this could restore the quality that there has been in the

past. It would take time and the authorities involved would have to take account of the

decline and make changes once the situation had begun to change. However, it is better that

one feels naturally inclined to study a language. Another solution would be to make a

language compulsory again post the age of fourteen and this would increase numbers, but

not necessarily the learning experience. Greater satisfaction from one’s learning is what is

important. The best outcome would be a natural re-integration process, which could be

achieved in time on condition that the indicatives continue to be developed and

implemented. Rather than an abrupt change, the improvement of the situation should take

the form of a cycle; candidates return to take French or languages due to them being

enjoyable in the earlier stages, and follow it through the usual phases of study. This would

also help remove the proverbial label of French or languages being in decline.

41

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