Latest news with #IanCollen
South Wales Guardian
01-07-2025
- General
- South Wales Guardian
Language GCSE take-up much lower in less affluent schools in England
Around half of GCSE students in state schools in England study a modern foreign language (MFL) – except in the most affluent areas where take-up is significantly higher, according to the British Council's Language Trends report. The survey of teachers at 1,011 schools in England suggests that recruitment challenges hit schools serving disadvantaged communities hardest. Around two in three (68%) of the least affluent schools reported difficulties hiring qualified MFL teachers, compared with 57% in the most affluent schools, according to the report. In the most affluent schools (quintile one), teachers reported that 69% of Year 11 pupils were studying a language for GCSE on average, compared with 47% in the most deprived schools (quintile five). Overall, teachers reported that 53% of pupils study a language for GCSE. Researchers calculated the quintiles, from least to most deprived areas, based on the percentage of pupils on free school meals (FSMs) – quintile one with the lowest percentage of children on FSMs and quintile five with the highest. The report said: 'Schools in more affluent areas are more likely, by over 20 percentage points, to have more pupils learning a language.' Vicky Gough, schools adviser at the British Council, said: 'This year's report shows a clear gap in language learning linked to socioeconomic background. 'Last year, we found just 6% of students across the UK thought it was very likely they'd use another language in their future career. 'Together, these findings highlight a stark reality: young people from less privileged backgrounds are missing out on opportunities their peers are more likely to access.' The report also suggested that small class sizes are making it harder for schools to keep language courses running at A-level. Just over half of schools reported having the capacity to offer A-level languages, either delivered within the school or in partnership with a neighbouring school. But among the least affluent schools, this figure dropped to just 31%. Report author Dr Ian Collen, from Queen's University Belfast, said: 'I continue to be concerned about small MFL classes not running at A-level. 'Local decisions have national consequences; when multiplied throughout England, it means that the language learning journey stops for hundreds of young people. 'We must invest at post-16 to ensure a healthier pipeline into further and higher education, and indeed the economy. Pepe Di'Iasio, general secretary of the Association of School and College Leaders (ASCL), said: 'Schools in all communities work very hard to provide excellent opportunities for their students to learn languages and fully recognise the benefits of language learning. 'However, this is one of the subject areas that is affected by severe teacher shortages across the country and these can be most acute in schools serving disadvantaged communities. 'In addition, languages are perceived as a difficult option, and this may deter children from disadvantaged backgrounds who lack academic confidence, and who may have had fewer opportunities to travel than their peers and, therefore, less exposure to other languages. 'We would like to see further action taken to support schools in boosting language learning.' Paul Whiteman, general secretary at school leaders' union NAHT, said: 'There are huge benefits for children learning a foreign language and there is some excellent language teaching in both primary and secondary schools. 'However, as this report shows, some schools are struggling to recruit the language teachers they need to offer courses at GCSE and beyond, with recruitment targets for modern foreign languages missed in the last couple of years. 'This needs addressing urgently if more pupils are to learn a language.'
Glasgow Times
01-07-2025
- General
- Glasgow Times
Language GCSE take-up much lower in less affluent schools in England
Around half of GCSE students in state schools in England study a modern foreign language (MFL) – except in the most affluent areas where take-up is significantly higher, according to the British Council's Language Trends report. The survey of teachers at 1,011 schools in England suggests that recruitment challenges hit schools serving disadvantaged communities hardest. Around two in three (68%) of the least affluent schools reported difficulties hiring qualified MFL teachers, compared with 57% in the most affluent schools, according to the report. In the most affluent schools (quintile one), teachers reported that 69% of Year 11 pupils were studying a language for GCSE on average, compared with 47% in the most deprived schools (quintile five). Overall, teachers reported that 53% of pupils study a language for GCSE. Researchers calculated the quintiles, from least to most deprived areas, based on the percentage of pupils on free school meals (FSMs) – quintile one with the lowest percentage of children on FSMs and quintile five with the highest. The report said: 'Schools in more affluent areas are more likely, by over 20 percentage points, to have more pupils learning a language.' Vicky Gough, schools adviser at the British Council, said: 'This year's report shows a clear gap in language learning linked to socioeconomic background. 'Last year, we found just 6% of students across the UK thought it was very likely they'd use another language in their future career. 'Together, these findings highlight a stark reality: young people from less privileged backgrounds are missing out on opportunities their peers are more likely to access.' The report also suggested that small class sizes are making it harder for schools to keep language courses running at A-level. Just over half of schools reported having the capacity to offer A-level languages, either delivered within the school or in partnership with a neighbouring school. But among the least affluent schools, this figure dropped to just 31%. Report author Dr Ian Collen, from Queen's University Belfast, said: 'I continue to be concerned about small MFL classes not running at A-level. 'Local decisions have national consequences; when multiplied throughout England, it means that the language learning journey stops for hundreds of young people. 'We must invest at post-16 to ensure a healthier pipeline into further and higher education, and indeed the economy. Pepe Di'Iasio, general secretary of the Association of School and College Leaders (ASCL), said: 'Schools in all communities work very hard to provide excellent opportunities for their students to learn languages and fully recognise the benefits of language learning. 'However, this is one of the subject areas that is affected by severe teacher shortages across the country and these can be most acute in schools serving disadvantaged communities. 'In addition, languages are perceived as a difficult option, and this may deter children from disadvantaged backgrounds who lack academic confidence, and who may have had fewer opportunities to travel than their peers and, therefore, less exposure to other languages. 'We would like to see further action taken to support schools in boosting language learning.' Paul Whiteman, general secretary at school leaders' union NAHT, said: 'There are huge benefits for children learning a foreign language and there is some excellent language teaching in both primary and secondary schools. 'However, as this report shows, some schools are struggling to recruit the language teachers they need to offer courses at GCSE and beyond, with recruitment targets for modern foreign languages missed in the last couple of years. 'This needs addressing urgently if more pupils are to learn a language.'
Leader Live
01-07-2025
- General
- Leader Live
Language GCSE take-up much lower in less affluent schools in England
Around half of GCSE students in state schools in England study a modern foreign language (MFL) – except in the most affluent areas where take-up is significantly higher, according to the British Council's Language Trends report. The survey of teachers at 1,011 schools in England suggests that recruitment challenges hit schools serving disadvantaged communities hardest. Around two in three (68%) of the least affluent schools reported difficulties hiring qualified MFL teachers, compared with 57% in the most affluent schools, according to the report. In the most affluent schools (quintile one), teachers reported that 69% of Year 11 pupils were studying a language for GCSE on average, compared with 47% in the most deprived schools (quintile five). Overall, teachers reported that 53% of pupils study a language for GCSE. Researchers calculated the quintiles, from least to most deprived areas, based on the percentage of pupils on free school meals (FSMs) – quintile one with the lowest percentage of children on FSMs and quintile five with the highest. The report said: 'Schools in more affluent areas are more likely, by over 20 percentage points, to have more pupils learning a language.' Vicky Gough, schools adviser at the British Council, said: 'This year's report shows a clear gap in language learning linked to socioeconomic background. 'Last year, we found just 6% of students across the UK thought it was very likely they'd use another language in their future career. 'Together, these findings highlight a stark reality: young people from less privileged backgrounds are missing out on opportunities their peers are more likely to access.' The report also suggested that small class sizes are making it harder for schools to keep language courses running at A-level. Just over half of schools reported having the capacity to offer A-level languages, either delivered within the school or in partnership with a neighbouring school. But among the least affluent schools, this figure dropped to just 31%. Report author Dr Ian Collen, from Queen's University Belfast, said: 'I continue to be concerned about small MFL classes not running at A-level. 'Local decisions have national consequences; when multiplied throughout England, it means that the language learning journey stops for hundreds of young people. 'We must invest at post-16 to ensure a healthier pipeline into further and higher education, and indeed the economy. Pepe Di'Iasio, general secretary of the Association of School and College Leaders (ASCL), said: 'Schools in all communities work very hard to provide excellent opportunities for their students to learn languages and fully recognise the benefits of language learning. 'However, this is one of the subject areas that is affected by severe teacher shortages across the country and these can be most acute in schools serving disadvantaged communities. 'In addition, languages are perceived as a difficult option, and this may deter children from disadvantaged backgrounds who lack academic confidence, and who may have had fewer opportunities to travel than their peers and, therefore, less exposure to other languages. 'We would like to see further action taken to support schools in boosting language learning.' Paul Whiteman, general secretary at school leaders' union NAHT, said: 'There are huge benefits for children learning a foreign language and there is some excellent language teaching in both primary and secondary schools. 'However, as this report shows, some schools are struggling to recruit the language teachers they need to offer courses at GCSE and beyond, with recruitment targets for modern foreign languages missed in the last couple of years. 'This needs addressing urgently if more pupils are to learn a language.'
Rhyl Journal
01-07-2025
- General
- Rhyl Journal
Language GCSE take-up much lower in less affluent schools in England
Around half of GCSE students in state schools in England study a modern foreign language (MFL) – except in the most affluent areas where take-up is significantly higher, according to the British Council's Language Trends report. The survey of teachers at 1,011 schools in England suggests that recruitment challenges hit schools serving disadvantaged communities hardest. Around two in three (68%) of the least affluent schools reported difficulties hiring qualified MFL teachers, compared with 57% in the most affluent schools, according to the report. In the most affluent schools (quintile one), teachers reported that 69% of Year 11 pupils were studying a language for GCSE on average, compared with 47% in the most deprived schools (quintile five). Overall, teachers reported that 53% of pupils study a language for GCSE. Researchers calculated the quintiles, from least to most deprived areas, based on the percentage of pupils on free school meals (FSMs) – quintile one with the lowest percentage of children on FSMs and quintile five with the highest. The report said: 'Schools in more affluent areas are more likely, by over 20 percentage points, to have more pupils learning a language.' Vicky Gough, schools adviser at the British Council, said: 'This year's report shows a clear gap in language learning linked to socioeconomic background. 'Last year, we found just 6% of students across the UK thought it was very likely they'd use another language in their future career. 'Together, these findings highlight a stark reality: young people from less privileged backgrounds are missing out on opportunities their peers are more likely to access.' The report also suggested that small class sizes are making it harder for schools to keep language courses running at A-level. Just over half of schools reported having the capacity to offer A-level languages, either delivered within the school or in partnership with a neighbouring school. But among the least affluent schools, this figure dropped to just 31%. Report author Dr Ian Collen, from Queen's University Belfast, said: 'I continue to be concerned about small MFL classes not running at A-level. 'Local decisions have national consequences; when multiplied throughout England, it means that the language learning journey stops for hundreds of young people. 'We must invest at post-16 to ensure a healthier pipeline into further and higher education, and indeed the economy. Pepe Di'Iasio, general secretary of the Association of School and College Leaders (ASCL), said: 'Schools in all communities work very hard to provide excellent opportunities for their students to learn languages and fully recognise the benefits of language learning. 'However, this is one of the subject areas that is affected by severe teacher shortages across the country and these can be most acute in schools serving disadvantaged communities. 'In addition, languages are perceived as a difficult option, and this may deter children from disadvantaged backgrounds who lack academic confidence, and who may have had fewer opportunities to travel than their peers and, therefore, less exposure to other languages. 'We would like to see further action taken to support schools in boosting language learning.' Paul Whiteman, general secretary at school leaders' union NAHT, said: 'There are huge benefits for children learning a foreign language and there is some excellent language teaching in both primary and secondary schools. 'However, as this report shows, some schools are struggling to recruit the language teachers they need to offer courses at GCSE and beyond, with recruitment targets for modern foreign languages missed in the last couple of years. 'This needs addressing urgently if more pupils are to learn a language.'
Belfast Telegraph
04-06-2025
- General
- Belfast Telegraph
Irish is on the rise with Spanish now most popular language taught in NI
And the latest language trends survey from The British Council shows that Irish continues to rise in popularity, with almost half (41.9%) of post-primary schools surveyed now offering pupils the chance to study the language. That figure has risen from 35% in 2023. The number of pupils taking Irish at GCSE level is also rising, showing an increase of 14.9% in 2024 compared to the previous year. But the number of primary schools in favour of making language learning mandatory has fallen to 74.3% (down from 84% in 2023). While three in four Year 9 pupils said they enjoy language classes, 89% see little relevance to their future careers and less than one third currently intend to study a language at GCSE. Irish is now the most common language taught at Key Stage 2 (ages 7-11), ahead of Spanish and French. For the first time the research also looked at AI technology in primary and post-primary classrooms and found that although some post-primary schools are using AI, uptake remains limited. A few schools (7.6%) use AI technology regularly and over two-fifths (41.9%) use it occasionally in a few lessons per month. However, nearly half (49.5%) do not use AI at all in language teaching. Meanwhile, in primary schools the majority (81.3%) of teachers have never used AI technology. The research was carried out by Dr Ian Collen and Dr Jayne Duff at Queen's University Belfast on behalf of British Council Northern Ireland. 'Artificial Intelligence is not just a buzzword; it's a transformative force that is shaping industries, societies, and the way we learn languages,' Dr Collen said. 'Our research suggests that AI is underdeveloped in local classrooms; yesterday's launch of the Strategic Review of the Northern Ireland Curriculum presents an opportunity to align language pedagogy with powerful knowledge from and through AI, enriching pupils' learning and fostering skills which are relevant today and in the future.' This year's report reveals that home, heritage and community languages are gaining significant visibility and support. There are now more than 21,350 newcomer pupils (learners whose home language is neither English nor Irish) enrolled in Northern Ireland schools, accounting for six per cent of the school population in 2024-25. More schools are offering support to pupils to take exams in their home languages, with 70.5% of the post-primary schools surveyed offering pupils the opportunity to sit exams in their home or community languages, either within the school or externally. The research also highlights the growing linguistic diversity in schools, with nearly 30 different ones spoken at home by pupils in post-primary education. These include Arabic, Lithuanian, Bulgarian, Romanian, Polish, Portuguese and Mandarin. Some schools report offering these heritage languages as part of enrichment or extra-curricular programmes. There has also been a shift in the popularity of the main languages taught in post-primary schools. Spanish has overtaken French for the first time as the most popular language at Key Stage 3, with 84.8% of schools now teaching Spanish, compared to 81% for French, down from 90% in 2023. Irish is also seeing growth at Key Stage 3, taught in 41.9% of schools, up from 35% in 2023. At GCSE level, Spanish remains the most popular language, having held the top spot since overtaking French in 2021. In contrast, French continues to decline, with 11.4% of schools offering post-16 courses reporting that they have discontinued the subject. Meanwhile, Irish is experiencing renewed growth, with entries increasing by 14.9% in 2024 compared to 2023. German has faced a sustained long-term decline, with GCSE entries dropping by more than half since 2002 — from 1,390 to just 638 in 2024. At A-level, Spanish remains the most popular language, followed by Irish and then French. German entries remain low. The report cites several factors as barriers to uptake at post-primary with 49% of post-primary schools reporting language classes won't run without sufficient enrolment, 36.2% report that pupils may be advised by senior leadership not to take a language and a third (33.3%) of schools surveyed discourage lower-attaining pupils from taking languages. Asked what languages they'd like to learn, pupils ranked Italian highest for the second year in a row, with 16.5% of Year 9 pupils interested, followed by Spanish at 14.9% and Irish at 8.3%. Jonathan Stewart, director of British Council Northern Ireland, said: 'We understand that learning a language fosters connections, trust, and understanding between people, communities, and countries. 'Language skills and international experiences are essential valuable assets for Northern Ireland's future, particularly as young people face an increasingly complex and interconnected global landscape.'
