Realities of and perspectives for languages in the globalised world: Can language teaching survive the inadequacies of policies implemented today at Leeds Beckett University?
Realities of and perspectives for languages in the globalised world: Can language teaching survive the inadequacies of policies implemented today at Leeds Beckett University?

Summary/Abstract: Various newspaper articles report that British ministers, university representatives, exam chiefs and business bodies agree that foreign languages skills in primary, secondary and tertiary UK education are in crisis. Lower funding and policy changes have caused language skills deficiencies feltgravely in the business sectors. Funding and support initiatives pledged bypolicy makers appear to be election-driven, barely outliving newly electedgovernments. Others blame secondary school language curriculum for failingto inspire students to take up a language when they reach 13 or 14.Others still argue that severe A-level examinations marking deters studentsfrom taking up a foreign language at 6th form level, producing fewer prospectivelanguage learners for university departments. Community languages are also undervalued as small-entry languages could soon be axedfrom GCSE and A-level examinations. In a world increasingly interconnected,it is essential the importance of language learning be reinstated inall our educational institutions. This paper reviews two decades of the conditions of language provision in the UK in general, with an emphasis onLeeds Beckett University. It also attempts to answer two questions emerging form the author’s personal teaching experience and reflections: Whatare the realities and challenges language teaching faces at Leeds Beckett University? And, how may we support language learners in fulfilling their ambition to acquire the required skills to communicate effectively in this globalised world?

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