In 1990 a report on modern languages was the first in a series of subject reports by HMI giving advice on effective learning and teaching in secondary schools. The present report is again the first of a new series, this time of Standards and Quality reports following up the advice given in the earlier series. The new series will make evaluations of individual subjects based on published performance indicators used by HMI in all school inspections. This series is also linked to the more general survey of Standards and Quality in Scottish Schools, the last version of which covered the period 1992-95.
This report on modern languages also contains an evaluation of attainment in primary schools, in the context of the initiative to introduce modern languages into P6 and P7.
The report is not reassuring. It demonstrates quite clearly that, while there is some good learning and teaching in modern languages, the situation overall is far from satisfactory despite the extensive effort which has been put into transforming the teaching of modern languages in recent years and encouraging uptake by pupils. Since the 1980s increased importance has been placed on the skill of speaking and a number of large-scale initiatives have been implemented including:
Some successes have been achieved, such as improvement in many pupils' willingness to try speaking a foreign language, the enthusiasm of pupils and parents for a start in primary school and the skills which many teachers of modern languages displayed in extending foreign language learning to pupils of all levels of ability.
However, searching questions must be asked about the extent to which a key aim of such recent developments - to improve the quality of attainment in a range of modern languages at pupil and at national level - is being met. As this report indicates, significant improvements are needed in standards and quality in modern languages. The potential benefits to pupils arising from the study of a modern language in primary schools are not yet being fully realised. There was evidence in S1/S2 and S3/S4 of a marked decline in the quality of courses during the period on which this report is based. In secondary schools 25% of courses showed important weaknesses or were unsatisfactory; specialist teachers frequently showed an inadequate understanding of the principles on which their approach to language teaching and their methodology was based; very few departments had revised their S1/S2 courses in the light of the 5-14 national guidelines which were published in 1993; and a number were using commercial materials not easily adapted to the Scottish curriculum or examinations. In S1/S2 and S3/S4 standards of attainment in coursework were very good in only about 5% of departments. Performance in reading and writing skills in modern languages has not been helped by the way in which pupils have been prepared for the present Standard Grade examination, which does not have a compulsory written section.
This report sets out clearly what needs to be done. Many improvements can be achieved by the more effective management of the arrangements already operating in primary and secondary schools and can be initiated by individual schools, departments and teachers. Others will require action from the Scottish Office, the Scottish Consultative Council on the Curriculum (SCCC), the Scottish Qualifications Authority (SQA) and from education authorities. More generally, there is a need for greater clarity about the aims of language learning in the curriculum if pupils are to derive full benefit from this important element in their education.
DOUGLAS A OSLER
HM Senior Chief Inspector of Schools