Вы находитесь на странице: 1из 20

Issue 24 | Summer 2009

✽✽ Teaching and celebrating community languages at primary


✽✽ Latest news from the Our Languages project
✽✽ Developing professional skills prior to initial teacher training
✽✽ Languages spoken in the UK population
www.cilt.org.uk/commlangs
Focus on …
Partnerships
Latest news from the Our
Welcome to Issue 24 of the
Community Languages Bulletin.
Languages project
As well as the regular news and
As reported in previous Bulletin we hope you have had the opportunity
resources updates, you will find the
issues, a consortium of organisations to hear first-hand about the project
latest in our feature series on local
has worked for 18 months on a DCSF outcomes.
and regional support for community
(Department for Children, Schools
languages, with the spotlight on
and Families) project known as ‘Our Accreditation
Tower Hamlets Local Authority. A
Languages’. It has been led by CILT, There has been a focus throughout the
school in Tower Hamlets teaching
the National Centre for Languages, project on the importance of accrediting
Bengali is also the focus of the
working in collaboration with SSAT, pupils’ skills in their mother tongue
latest feature on primary curriculum
the Specialist Schools and Academies or heritage language. The website
models. Do let us know of any
Trust, NRC, the National Resource (www.ourlanguages.org.uk) has a
similar activity in your locality.
Centre for Supplementary Education section setting out different options
As the Our Languages project enters
and SDSA, the School Development that include GCSEs, A2 and AS Level
its dissemination phase, we highlight
Support Agency in Leicester. As we examinations, My Languages Portfolio
recent achievements, outlining how
move into the main dissemination and the Asset Languages scheme.
to access the support, guidance and
phase in summer 2009, it is timely to Partner schools have been supplied
resources developed. There is also an
update readers on some of the most with free copies of the Asset teacher
article from the British Council on its
recent achievements in this exciting assessment packs, whilst Asset
international programmes of relevance
and fast-moving project. Languages gave presentations at all
to community language teachers.
the regional CPD events in September
An interesting feature this issue is an
Clusters 2008. We had a target of 1,200 pupils
introduction to the new occupational
In the first phase of the project there gaining accreditation for their language
standards for intercultural skills and
were nine schools based in four major competence and are very pleased to
their potential for development of
cities involved in setting up the first announce that this target was in fact
work-related qualifications. There
partnerships. We decided to aim for a superseded.
is also an update on the support
major expansion of this collaborative
for teachers of learners aged 14–19
activity to maximise the impact of Our Database
as they navigate new delivery and
Languages on the pupil experience There are now about 1,000 schools
accreditation options.
of learning their mother tongue or registered on our database which can
Four years on, we revisit the
heritage language, whether they were be seen in the Schools Directory section
statistics theme, using the new
learning in a mainstream setting or of the website. They are grouped by
languages question in the Annual
complementary/supplementary school. government region. There is a wealth of
Schools Census in England to inform
So, as a result, there are now 90 schools information available on subjects taught,
our understanding of the languages
in Phase 2. Some are in satellite clusters age of children, fees, accreditation of
spoken in the UK population.
linked to the original four partnerships, language competencies, involvement
Our teacher training theme
some are working with the NRC on in Initial Teacher Training (ITT) and
continues, with a particular look this
Family Learning in Coventry, London contact details for each school.
issue at opportunities for colleagues to
and Blackburn and there is a new Most of these schools are from
develop and accredit professional skills
concentration of schools in Leeds in the complementary sector, but some
prior to applying for initial teacher
the toolkit trial (see Toolkit section). mainstream schools, primary and
training.
The Leicester cluster led by SDSA has secondary, are featured, too. We are
Finally, we are looking forward to
continued. very keen to complete this database by
this year’s Community Languages
This expansion has brought into the including every school in the country
National Show in Southampton on 15
project a much wider range of languages. that teaches a community language so
July, where we will pick up on all these
SSAT has been supporting many please help! Send your details to Sara
themes and more. Happy reading and
partnerships in developing schemes Wickert and we can arrange to add your
hope to see you there!
of work and curriculum materials. We school.
will be displaying these on the project sara.wickert@cilt.org.uk
Claire Dugard | Editor
website and know how much teachers
appreciate access to models in the E-conference
language they teach. Local events have In each year of our project we have run
been held by the project schools to share an e-conference to give learners a voice
their experience of working together so – learners across our consortium schools

2 www.cilt.org.uk/commlangs
Community languages Issue 24 | Summer 2009 Partnerships

and beyond. The first one in March 2008 toolkit. They will feature different
we ran as a blog on the CILT website, but scripts with young people from different
this year we have enjoyed the facility of communities using their mother tongue
a very smart ‘asset’ on the website that as part of their daily lives – all with a
provided three questions for primary touch of humour. The aim is to raise the
pupils and three for secondary students. self-esteem of bilingual pupils as only
There were 559 respondents and over they will be in a position to unlock the
1,600 individual answers. We intend to meaning. Where there is no speaker
analyse responses for publication and of that language in a school, then the
findings will be disseminated at this website can provide the answer.
year’s Community Languages National
Show. My favourite is the answer ‘words’ Regional events
from a primary pupil in response to This summer we will be visiting each of
the question ‘What do you like about the nine government regions to celebrate
learning a language?’ the project and share our experiences
with teachers from the complementary
Filming and mainstream sectors. We kick off
This has been one of the most creative in Southampton on 19 May with an
and enjoyable aspects of the project. We international focus provided by our
have approached schools from both the together in collaboration. It has already keynote speaker, Rachel Launay, from
complementary and mainstream sectors been piloted in some of the project the British Council. Each event has a
with an open mind rather than pursuing clusters whose comments we have tried distinct local flavour and a different
a set agenda. The variety and richness to take on board. There are ten sections guest speaker with a national profile.
of these experiences has been a joy to including information on Raising Registration is online and all these
capture on film and refine into the form achievement, Accreditation, Family events are free of charge; we just take
of video clips for the website. Learning, Obtaining Qualified Teacher a cheque as a deposit. Early booking is
We filmed a Year 5 class in the Status (QTS) and Safeguarding children. recommended to avoid disappointment.
borough of Enfield learning Turkish In the first phase of the Our Languages
where the Turkish pupils acted as the project we commissioned over 40 case Southampton Tuesday 19 May 2009
teacher’s assistants; the Chinese school studies and these are referenced in the Norwich Tuesday 2 June 2009
in Woking where there was an exciting toolkit to illustrate the text. We hope it Newcastle Friday 5 June 2009
diet of culture following a morning’s will prove an informative, attractive and Birmingham Wednesday 10 June 2009
focus on literacy in Mandarin; bilingual easy-to-use resource. Sample letters are Manchester Friday 12 June 2009
sixth-formers in North London discussing provided to photocopy. The first 8,000 Nottingham Tuesday 16 June 2009
their career aspirations and issues of copies will be provided free of charge so Bristol Friday 19 June 2009
identity; and young learners at the do contact Sara Wickert if you would like London Wednesday 24 June 2009,
Palestinian school in Greenford learning to be added to the mailing list. 16:45 – 19:30
about their culture, religion and the sara.wickert@cilt.org.uk Leeds Friday 26 June 2009
politics of Gaza, as well as the Arabic
language. Website What next?
When editing, we have a range of We hope you have noticed some new Professor Angela Creese of the University
audiences in mind: teachers, head features and some recent improvements. of Birmingham, whose research interest
teachers, policy-makers, advisers, Our Languages is now registering over is to explore language and identity in
teacher trainers and their trainees, 9,000 visits per month so we are keen the complementary sector, is writing
academics and the general public. There to provide our audience with up-to-date a full evaluation of the Our Languages
is also an international audience for and accurate information. There is now project which we will make available.
Our Languages so we aim for a balanced a calendar function to highlight all the
picture overall. Certain themes emerge events we promote, a new section on For the next few months we will
strongly: the benefits of bilingualism, Career development, more video clips, a be busy uploading website content,
the importance of the issue of identity greater variety of photos, clearer display disseminating project outcomes round
for young people in today’s Britain, the of the case studies and better labelling. the country and, hopefully, taking some
link between language and culture and The redesigned partner schools section time to reflect on how we build further
language and religion, the commitment has a new map and lists members of all on this legacy in order to continue
of parents to helping their children the different clusters across the country. to influence policy-makers and shape
achieve their full potential, community Each partner school can supply material public opinion.
cohesion and global citizenship. to be posted online, including visuals.
www.ourlanguages.org.uk Sarah Cartwright | Programme Manager,
Toolkit Our Languages Consortium
This practical file entitled Partnerships Posters sarah.cartwright@cilt.org.uk
in Language and Culture is designed to Packs of six posters will be available
help schools from the two sectors work soon free of charge to accompany the
www.cilt.org.uk/commlangs 3
Focus on …
Primary
Bengali as the primary languages entitlement
as a primary generalist. With the for example, and created illustrated
Smithy Street Primary School is a
support of the Local Authority (LA) and slides to tell the story, displaying both
multicultural state school in Tower
resources such as the Primary Languages Romanised and Bengali script, as well
Hamlets in east London. About 95%
Training Zone and the Tower Hamlets as inserting audio files. He has created
of children come from the Indian
Scheme of Work for Bengali, he has similar resources around songs, taught
sub-continent. About 99% of these
been developing his understanding of with gestures to reflect meaning, which
children speak Sylheti, a dialect
language teaching methodology. He teachers can practise easily on their own
of Bengali/Bangla. Another 4% of
first started to teach an after-school with their class.
children are Somali speakers and
Bengali class, enabling him to develop There are opportunities for children
there are some Chinese and Urdu
and practise skills, as well as produce to continue their learning of Bengali
speakers within the remaining
some teaching materials. He no longer into secondary school. All Tower
1%. There has been support for
works as a class teacher and has taken Hamlets secondary schools offer Bengali
community language learning for
on responsibility for teaching Bengali GCSE, often in collaboration with local
some years through provision of
across the school. He is developing supplementary schools and with the
after-school classes in collaboration
work with Years 1 and 2 and teaches a support of the LA. Children also get the
with local supplementary schools, as
lesson of 45–60 minutes with each class opportunity to start a second foreign
well as occasional after-school clubs
in Years 3–6. The class teacher stays language, such as French, German or
in languages such as French, German
in the classroom to learn along with Spanish. Rakib is currently developing
or Spanish. The school also holds an
the children and, where possible, finds language profiling for Years 3–6, both
annual World Languages Day which
opportunities within the school week to to track learner progress and provide
brings parents into the school for a
practise elements of language in small information to secondary schools. The
programme of multicultural activities.
ways. LA has well-developed materials for first
In September 2007, the school
The schemes of work that Rakib is language assessment which Rakib is
introduced a foreign language into
developing link in well with the Key able to adapt and the Languages Ladder
the curriculum for the first time in
Stage 2 Framework for languages. In provides a basis for informal assessment
preparation for the primary languages
Years 3 and 4 he is focusing more on also. He is also exploring the possibility
entitlement. Bengali was the language
developing speaking and listening skills. of external assessment through Asset
chosen for all. Whilst Sylheti and
He is using a Romanised form of Bengali, Languages, which is likely to be popular
Bengali are closely linked, the spoken
whilst familiarising children with the with parents.
languages have significant differences
Bengali script at word and phrase Smithy Street is not working in
and Sylheti has no written form.
level. An additional benefit of using isolation on this initiative. Many
Bengali is a language used every day
Romanised script is that non-Bengali children attend after-school Bengali
on the streets of Tower Hamlets and
speaking class teachers can access classes and lesson content is designed to
is therefore of immediate practical use
materials and recall sounds. From these complement what is happening during
by all children. The study of Bengali
words and phrases, children are building curriculum time. Innovative work began
enables children to develop language
up knowledge of the alphabet and at the start of the school year with
learning skills, knowledge about
how letter shapes change when linked Goldsmiths, University of London, on
language and oracy and literacy skills,
together in words. In this second year the Bilingual Learning Research Project.
as well as intercultural understanding,
of the pilot, Rakib’s next challenge is to This involves a number of class teachers
through comparison of Bengali
develop this strategy further to ensure at both Smithy Street and Hermitage
conventions with English, Sylheti and
that children are taught the Literacy primary schools working closely with
other languages spoken by the children.
objectives for Years 5 and 6, aiming local supplementary schools and parents
It is anticipated that it will also support
to reach National Curriculum Level 4 and grandparents to develop bilingual
the development of literacy in English,
at the end of KS2 when using Bengali learning in both settings. There will be
raising achievement across the board.
script. He will also develop teaching of more on this in a future issue of this
Parents have been kept informed
the intercultural understanding strand Bulletin.
throughout and the response has been
and intends to explore setting up
enthusiastic on all sides.
international links. Claire Dugard | CILT, the National
The teacher leading this pilot project
On the whole Rakib has had to create Centre for Languages
is Rakib Ahmed, a class teacher at
his own resources, using software claire.dugard@cilt.org.uk
Smithy Street since 1993. Rakib is
such as MS PowerPoint. He has taken
a native speaker of Bengali but his
traditional stories familiar in English,
degree is in Economics and he trained

4 www.cilt.org.uk/commlangs
Community languages Issue 24 | Summer 2009 Primary

A Night in the Library


To celebrate the National Year of The evening was lots of fun and
Reading, children from Holy Cross RC sleeping in the library certainly brought
Primary School in Plymouth took part language learning, and the story of the
last year in a school-based project bear hunt, alive for the children. Hanna,
exploring culture and language a Year 6 pupil, commented, ‘I really
learning. The children, aged between enjoyed the whole night very much as
7 and 11, worked with head teacher, it was new and exciting. We all felt a bit
Paul Cotter and the City Records special and that we were lucky to speak
Office to find out more about the more than one language.’ Head teacher
culture and history of Plymouth. Paul Cotter summed up the night, ‘The
As language is an important part of sleepover in the Central Library will be
culture, the children worked with an event the children will remember for
their families to retell the popular the rest of their lives.’
story, ‘We’re Going on a Bear Hunt’
in their first, or home languages.
The school, with pupils from a range
of ethnic backgrounds, speaking
languages such as Polish, French,
Cantonese, Filipino and Bengali, takes
great pride in its cultural diversity.

Children were joined by professional


storyteller David Heathfield, who told
different stories from around the world.
Children also got the opportunity to tell
I am now working with the school,
the stories they had written with their
together with Plymouth Central
parents, in languages ranging from
Library and our Ethnic Minority
French to Mandarin Chinese. Everyone
Achievement Team, on another story-
was very proud of their hard work and
based project, inspired by Teach a
enjoyed listening to the great results.
Friend a Language, whereby children
from our Polish community will share
A sleepover at Plymouth Central Library their language with their peers. This
was organised for children and parents project will also involve children from
to celebrate their hard work. It was an a range of different heritages working
exciting night for all. Children took part collaboratively to share, not only
in a real bear hunt in the library, finding language learning, but also their culture
teddy bears along the way. Although the with others.
clues along the way were challenging,
sometimes written in French or Spanish, Lucinda Ross | Primary Adviser,
everyone enjoyed finding their bear, or Plymouth City Council
puppy! lucinda.ross@plymouth.gov.uk

Keeping colleagues in touch


The primary languages forum (previously of charge to send and receive messages; and the use of ICT, drama, songs and
known as ell-forum) is an email discussion or simply to browse information that puppets in the classroom, the teaching
list provided by CILT for colleagues working colleagues have shared on the open archive of community and non-Roman script
with younger learners to share experiences, available on the Mailtalk website. With languages also feature.
ask questions and recommend useful around 650 members, as well as discussion www.primarylanguages.org.uk/home/
resources. You are welcome to join free on common issues such as learning styles ell-forum.aspx

www.cilt.org.uk/commlangs 5
Focus on …
international partnerships
Opportunities through the British Council
The British Council offers a range of display of cultural richness. It was a heritage pupils and enabling other
projects and initiatives to promote fantastic and memorable day, in which the students to gain insights and appreciation
international linking, intercultural main focus of raising self esteem amongst of their language and culture. Lambeth
understanding and global awareness, British Pakistanis at Hawthorns was most successfully applied to the British
many of which contribute to language enjoyably and successfully achieved’. Council to undertake school and area
learning, including the learning of In addition to the bespoke project linking visits to Portugal and Brazil.
community languages. A selection of spaces provided online for Connecting These have resulted in administrative
these opportunities are featured here. Classrooms partners, schools can also use and institutional partnerships, the latter
The Connecting Classrooms Central the highly flexible eLanguages online providing a platform for such activities as
and South Asia (CSA) project involves platform, which converts into many Job Shadowing (via Comenius) and Joint
partnerships between schools in the languages other than English, including Curriculum Projects (via the DCSF Anglo-
UK and Afghanistan, Bangladesh or Bengali, Hindi, Gujarati, Panjabi and Portuguese programme administered by
Pakistan. Some UK clusters linking with Urdu. the British Council) and the potential for
Pakistan schools are using part of their www.elanguages.org School Determined Teachers’ International
project grant to enhance the teaching Wilbury Primary School in Edmonton, Professional Development (TIPD) visits.
of community languages in their schools north London, has embarked on a These ventures deliver CPD opportunities
by offering language workshops for Joint Curriculum Project funded by the for teachers and projects which stimulate
teachers and students in Dari, Bengali or DCSF Anglo-German programme and pupils’ interest in language learning and
Urdu. Such activity aids communication administered by the British Council. intercultural reflection with their peers
with partner schools abroad, leading Together with their partner school in in Lambeth and in their partner schools
to improved collaborative learning and Berlin, Wilbury is developing strategies abroad.
successful projects. In certain cases these to support the acquisition of additional www.britishcouncil.org/
new language skills enable young people languages for children from ethnic schoolpartnerships-study-visit-
and teachers to communicate better minorities represented in both schools; funding.htm
within their own school and the wider in both cases, a high proportion are www.teachernet.gov.uk/
local community. of Turkish origin. They are creating professionaldevelopment/tipd
www.britishcouncil.org/ activities which support language Finally, as part of the European Year
learning-connecting-classrooms.htm development in German and English of Intercultural Dialogue in 2008, the
As part of their Connecting Classrooms as both foreign and second languages. British Council’s Living Together project
CSA activity Hawthorns Junior School Initially, children develop language skills developed partnerships between schools
in Blackburn held an Urdu Day, which and relationships through ‘adopting’ in the UK and in eight countries in south
celebrated British Pakistani culture at a pen-pal and letter writing, e-mail east Europe including Bosnia, Serbia
their school. Everyone came to school exchange and creating dual language and Romania. The classroom materials
in traditional ‘Salwaar Kameez’. The first books and resources. The shared heritage developed together with the Citizenship
event of the day was ‘Breakfast Club’ in of many pupils provides a bridge between Foundation facilitate pupil discussion
which the usual menu was converted into the partners and an opportunity to of such topics as migration, inclusion
a traditional Pakistani style breakfast celebrate their shared mother tongue. and participation in society. With south
including paratha, mango lassi and spicy Project outcomes will include books, east Europe being a heritage region of
omelette. Morning lessons began with spoken word CDs, flashcards and posters, increasing significance for many UK
Rockface Maths, during which children as well as CDs and DVDs sharing music schools this project provides a basis for
learned about the Urdu Numeral System and songs. This will provide each school exploration of the cultural and linguistic
and created some brilliant sums in Urdu. with a ‘bank’ of resources to aid language diversity of the region, and direct contact
To celebrate the beauty of the Urdu acquisition where the target language with teachers and learners in the region.
language, children and teachers were is the third language spoken by the An associated photography competition
given their names in Urdu to write and children, in addition to their mother resulted in a fantastic gallery of nearly
experience the authenticity of the script. tongue and their adopted country’s own 2,000 images, useful stimuli for reflection
‘This was a fascinating experience for language as a second language. and debate in the classroom.
all’ observed Carole Grady, Head of the www.britishcouncil.org/ www.livingtogetherschools.org
Ethnic Minority Achievement Service in schoolpartnerships.htm http://livingtogether-competition.
Blackburn with Darwen. ‘Pakistani music Through its Advisory Teacher for britishcouncil.org
was drifting through every classroom and Portuguese Pupil Achievement, Luisa
everyone got really creative in designing Ribeiro, the London Borough of Lambeth Sarah Prentice | World Links team,
Pakistani Islamic artwork and Urdu has been working strategically to raise British Council
calligraphy. This resulted in a colourful levels of achievement among Portuguese sarah.prentice@britishcouncil.org

6 www.cilt.org.uk/commlangs
Community languages Issue 24 | Summer 2009

Focus on …
regions
Community languages provision in Tower Hamlets
Tower Hamlets is one of the most the council’s recruitment policy and
Support for teaching
culturally and linguistically rich contracted to work in different schools and
Of the 130 teaching staff, 22% of tutors
boroughs in the country with a diverse community organisation-managed classes.
have Qualified Teacher Status (QTS), 17%
range of population. According to The tutors are paid directly by the LA.
work as classroom assistants, bilingual
the 2006–07 language census, there The LA team works closely with schools
instructors or nursery nurses and 55%
are 106 languages spoken in Tower and voluntary organisations in delivering
have an NVQ Level 3 teaching qualification
Hamlets’ school population. Of the out of school language and cultural
obtained through the Teaching Community
nearly 58,000 total pupil population, learning provision for children aged 5 to
Languages training course offered by Tower
71% speak English as an Additional
Hamlets College (featured on page 12–13
Language (EAL) and over 60% speak
of this issue). Teachers must achieve level
Bengali as their first language.
3 in 4 modules in order to qualify for our
The teaching and learning of languages
higher rate of pay. The Local Authority
in this borough started in the early 1970s
also offers in-service training and twilight
in community settings and after-school
sessions throughout the year to its tutors,
clubs, paid for by parents. The demand
encouraging as many as possible to
for, and growth of, this provision have
develop their teaching careers, eventually
consistently been increasing over the
leading to QTS where appropriate.
years as parents and local communities
16. Through the school provision, over Tutors also use the Curriculum
believe that extra tuition in a child’s first
90 language projects (including 30 after- Framework, Schemes of Work and
language supports their overall learning
school clubs) are supported, in 13 different Assessment Framework established by
and understanding of the curriculum,
languages, namely Arabic, Bengali, Somali, Tower Hamlets Local Authority. Many
development of social skills and self
Cantonese, Mandarin, Vietnamese, Urdu, assessment materials are developed
esteem. It is a key instrument in widening
Lithuanian, French, Spanish, Moroccan, centrally and made available through our
our children’s intercultural understanding
Italian and Portuguese. Several of these website, use of which is supported by
and developing competence in their
languages have been established in Tower twilight training. We hope to develop use
English literacy skills and knowledge about
Hamlets for a number of decades and many of the website further to facilitate the
how language works. GCSE languages
pupils attending the classes are second sharing of teaching resources.
results are also boosted. For example, over
and third generation British-born children. The Annual Language Celebration
500 children take GCSE Bengali every year
Some 5,000 children and young people hosted by the LA is an opportunity for all
and over 72% children achieve A*– C in
attend these classes every evening, with learners, tutors, parents and community
Bengali and 80% in Chinese.
over 70% of the classes in Bengali. leaders to come together in a celebration
The Local Authority (LA) finds that
The classes operate from local primary of language learning. The LA is also
this provision not only contributes to
and secondary schools, Idea Stores supporting the research initiative led by
raising schools’ attainment, but also
(www.ideastore.co.uk), local community Goldsmiths College, University of London
helps to reduce anti-social behaviour and
centres, churches and mosques. The on bilingual learning which is focused on
petty crime by providing children with
provision is funded through different two Tower Hamlets primary schools and
a safe learning environment during out
streams of funding including LA provided their local community schools.
of school hours. The demand from local
mainstream community grant, operational As languages at Key Stage 2 become
communities and council members led
tutor support and other standard grants. compulsory the LA is establishing a
to the establishment of a centralised LA
The voluntary organisations also raise balanced approach by updating its
service in 1995 with some resources from
funding from other charity organisations languages policy to support schools, Third
the education directorate base budget.
and trusts as well as charging parents. Sector and community organisations. This
Currently, the service has extended
The funded schools and organisations brings greater transparency to language
to manage community languages,
are required to comply with the LA’s teaching through a varied provision with
primary modern languages and first
quality assurance standards and clear transition throughout KS2, 3 and 4.
language assessment for new arrivals and
monitoring programme. They undertake http://cls.tower-hamlets.lgfl.net
underachieving children.
termly self-assessment according to the
guidance and criteria set by the central Jamal Uddin | Head of Community
Local Authority coordination team and comply with monitoring Languages, Primary MFL and First
The central team consists of one Head of
findings, recommendations and targets Language Assessment Service
Service, four Advisers, one Administrator
set by monitoring officers. They must Tower Hamlets Children’s Services
and 130 teaching staff, with a further
submit a report with qualitative and jamal.uddin@towerhamlets.gov.uk
20 in a reserve pool for cover support.
quantitative information measuring
Tutors are recruited formally following
outcomes every term.
www.cilt.org.uk/commlangs 7
Community languages Issue 24 | Summer 2009

Focus on …
statistics
Languages spoken in the UK
In issue 16 of this Bulletin, we Grant Nurseries, City Technology Colleges, Indicative data is also provided for regions
featured details of initiatives to Academies, Non-maintained Special of England:
gather existing statistics on languages Schools and Service Children’s Education ✽✽ 42% of LA maintained primary pupils
spoken in the UK; these and other establishments in England. and 35% of state-funded secondary
current data sources are listed on the In 2008, data on pupils’ first language pupils in London are known or believed
CILT website. was received for almost 79% of pupils to speak languages other than English
www.cilt.org.uk/faqs/langspoken.htm whose first language was other than as their first language. The percentages
Four years have passed and the picture English. This number of responses was in inner London are 56% and 48%
keeps changing. We now know that sufficient to provide summary national respectively, and those in outer London
the 2011 Census is going to include a level findings. The 2008 data records some are 35% and 29%.
question on language spoken. The latest 240 different languages for these 79% of ✽✽ The percentages of pupils in West
development of the Annual Schools pupils. The statistical release of the 2008 Midlands whose first language is not
Census carried out by the Department School Census on pupil-level data can be English are 17% at primary school
for Children, Schools and Families (DCSF) accessed on the DCSF website; guidance and 12% at secondary school, both
in England gives us further data: from on the table published in the 2008 first being higher than the average level in
January 2007; where a pupil’s first statistical release is also available. England.
language is not English, schools were www.dcsf.gov.uk/rsgateway/DB/SFR/ ✽✽ South West and North East have the
asked to record the actual language (into s000786 lowest percentages of pupils whose first
a coding system which consists of over www.dcsf.gov.uk/rsgateway/DB/SFR/ language is not English. (South West:
300 language categories). s000786/IndexWeb.pdf 3.7% at primary school and 2.6% at
The latest data on languages was secondary school; North East: 4.7% at
made available at the end of summer The 2008 Annual Schools Census indicates primary school and 3.0% at secondary
2008; key features of the schools census that: school.)
findings and the languages-specific data ✽✽ 14.3% (466,420) of all Local Authority ✽✽ The percentages of pupils whose first
are described on these pages. Similar maintained primary school children have language is not English in other regions
available data from Scotland, Northern a first language known to or believed to range from 8% to 13% at primary school
Ireland and Wales is also given. be a language other than English. and from 6% to 9% at secondary school.
✽✽ 10.6% (349,040) of all state-funded This spreadsheet also includes data by
Annual Schools Census secondary school children have a first local authority.
(England) language known to or believed to be a www.dcsf.gov.uk/rsgateway/DB/SFR/
The Annual Schools Census carried out language other than English. s000786/LATablesWeb.xls
by the DCSF collects information from www.dcsf.gov.uk/rsgateway/DB/SFR/
maintained Nursery, Primary, Middle, s000786/NationalTablesWeb.xls
Secondary and Special Schools, Direct

8 www.cilt.org.uk/commlangs
Community languages Issue 24 | Summer 2009 Statistics

Other UK regions: Wales


The latest National Statistics on the Annual
Number %* Schools Census produced by the Welsh
Assembly Government released on 7 August
Panjabi 102,570 1.6 2008 showed that 16% of pupils from
maintained secondary schools in Wales
Urdu 85,250 1.3 were taught Welsh as a first language.
http://wales.gov.uk/topics/
Bengali 70,320 1.1 statistics/headlines/schools2008/
hdw200808071/?lang=en
Gujarati 40,880 0.6
Somali 32,030 0.5 Future developments
As well as looking forward to the 2011
census, we will also welcome the outcome
Polish 26,840 0.4 of a research project led by the Institute
of Education on Population, Language,
Arabic 25,800 0.4 Ethnicity and Socio-Economic Aspects of
Education. The project runs from October
Portuguese 16,560 0.3 2008 to September 2009 and will map the
language data from the schools census to
Turkish 16,460 0.3 other sources, most notably GP registers
and Local Land and Property Gazetteers.
Tamil 15,460 0.2 This will provide us with very useful
case studies on the relationship between
French 15,310 0.2 language, ethnicity and social position.
Yoruba 13,920 0.2 Youping Han | Research and Infomation
Officer, CILT
Chinese 13,380 0.2 statistics@cilt.org.uk
Spanish 10,000 0.2
Persian/Farsi 8,510 0.1
* Percentage of total maintained-school
pupil population in England

Languages data (England) school children in Scotland.


The top fifteen languages spoken by pupils www.scotland.gov.uk/Publications/2008
whose first language is other than English /07/28100032/23 (languages)
are reported as per the table. www.scotland.gov.uk/Publications/2008
/07/28100032/74 (local authority)
www.dcsf.gov.uk/rsgateway/DB/SFR/
s000786/Language081b.xls Other UK regions: Northern
Ireland
Other UK regions: Scotland The 2007 annual pupil census in Northern
Data from the results of the 2007 annual Ireland recorded 3,809 out of a total of
pupil census in publicly funded schools 166,639 primary pupils and 1,714 out of
in Scotland (published July 2008) gave 147,942 post primary pupils whose first
the following linguistic picture of school language is not English and who have
children in Scotland: significant difficulties with the English
✽✽ There are over 28,000 bilingual primary language and who require additional
and secondary school children in support. You can access the report
Scotland (4% of all school children). ‘Numbers of schools and pupils’ produced
✽✽ The top five home languages were by the Department of Education in
reported to be Panjabi, Urdu, Polish, Northern Ireland using the following link.
Cantonese and Arabic. http://tinyurl.com/d64mzv
✽✽ A total of 138 languages are spoken by

www.cilt.org.uk/commlangs 9
Teacher training and development …
LoNoCo – Managing employment-
based routes into teaching
specialist support and guidance provided
The London North Consortium (LoNoCo) Metropolitan University, the Agency for
by the school-based mentor and LoNoCo
was established in 2001 as one of Jewish Education and Waltham Forest
tutor.
four partnerships set up to work College.
However, when neither the school-
with London schools in challenging
based mentor nor the LoNoCo tutor are
circumstances on employment-based In contrast to traditional ITT routes,
specialists in the language taught, as
routes into teaching. The Consortium the Consortium does not place students
can happen in the case of a community
has developed a strong working in schools. It responds to requests from
language, I would get involved as the
relationship with its lead partner, head teachers in local schools to train
Secondary Programme Leader. With my
Middlesex University, and is largely their employee(s) to achieve Qualified
own training and experience deeply
geographically based in the seven Teacher Status (QTS). The Consortium is
rooted in MFL and community languages,
Local Authority partners of Barnet, an inclusive organisation, which aims
I utilise my links with outside agencies
Brent, Camden, Enfield, Haringey, to provide equality of opportunity for
and supplementary schools to arrange
Islington and Waltham Forest. We all unqualified teachers, irrespective
for a subject audit to be carried out by a
offer a Graduate Teacher Programme of faith, denomination, or ethnic
qualified specialist before the candidate is
(GTP), as well as Registered Teacher background. Its flexible approach means
invited to an interview. The MFL Subject
Programme (RTP) and Overseas Trained that it will consider applications from
Adviser would continue to oversee and
Teacher Programme (OTTP) places. teachers of any foreign or community
quality assure the Training Plan and
Other consortium partners are London language.
Audit for the duration of the course. The
Consortium also uses additional teaching
Recruitment and Selection the second contrasting setting experience. placements in supplementary schools for
All candidates must satisfy the minimum All partnership schools are required to those training in a community language.
requirements for ITT and be employed offer a placement to another GT.
by the school in which they wish to Central training for secondary GTs Early Professional Development
qualify. Head teachers are advised to follows a general professional studies In partnership with the Centre for
interview potential trainees and judge model, where trainees spend alternate Excellence in Work Based Learning
their suitability as employees, before Thursdays together. Training in school is (CEWBL) at Middlesex University the
submitting an application to LoNoCo. organised by the school-based mentor. Consortium assesses written assignments
The declaration of the head teacher is an Tutors visit the GT and mentor a total of against the criteria for a Higher
important aspect in selection but does six times to agree Individual Training Plans Education qualification. GTs, whose work
not automatically secure a place for the and monitor and support the school-based is at the appropriate level, are awarded
candidate. The LoNoCo interview consists training. Training is also provided for the PG Cert in addition to QTS, the
of English and Maths tests, assessment of mentors and tutors to ensure methodology, credits from which can be used towards
subject/phase knowledge and judgements standards and requirements are understood further study leading to a Master’s
on presentation and debating skills, by all to further enhance consistency. qualification. LoNoCo is very much at
engagement and enthusiasm. Those who In 2007–8, the Consortium adopted a the forefront of such developments, as
are turned down are given feedback on system whereby each secondary subject is TDA plans to introduce the new Master’s
areas to improve and can re-apply, once allocated with a Subject Adviser (usually in Teaching and Learning (MTL) get
their employing school is satisfied with the University PGCE Programme Leader). underway.
progress. Recruitment tends to mirror the Subject Advisers are responsible for the LoNoCo is committed to the needs of
ethnic diversity in the local community. development and quality assurance of our partnership schools and is flexible and
Where a degree is not directly related to Subject Enrichment documentation, open to diversity, innovation and change.
the proposed teaching subject, a subject detailing requirements which all trainees I am certainly very proud to be part of
audit to assess subject knowledge is for a particular subject are required such a dynamic and highly skilled team
carried out by a subject adviser. to address. Subject Advisers are also and will continue to promote training
responsible for Training Plans and Audits opportunities for community language
Training and support relevant to their subject specialism, teachers.
All Graduate Trainees (GTs) must gain and for keeping abreast of national www.lonoco.co.uk
experience across the age and ability developments. The Subject Adviser for
range in which they wish to qualify in Modern Foreign Languages (MFL) oversees Füsun Dedezade| Secondary Programme
at least two consecutive age ranges. This such documentation for all languages. Leader, LONOCO
will involve teaching different year groups This expertise is further complemented lonoco@mdx.ac.uk
throughout the course including during and underpinned by the specific language

10 www.cilt.org.uk/commlangs
Teacher training and development …
Refugees into Teaching …
the story continues
In the Autumn 2007 issue, we against the English educational system. status had been granted. Rose decided
introduced you to a Refugee Council This can be a costly and time-consuming that she would not let her skills and
initiative called Refugees into exercise often requiring translation (a experiences go to waste and, with help,
Teaching (RiT). RiT is a national service offered free of charge through secured a volunteering role within a Local
project providing information, advice RiT). However, in many cases, individuals Authority working with children from BME
and support to refugees who are may be required to top up their degrees or backgrounds. She received permission to
attempting to requalify to Qualified undertake retraining before they are able stay in the UK in 2006 and thanks to the
Teacher Status (QTS) and access to work as teachers in the UK. experience she gained whilst volunteering,
employment within the English school she secured a paid job as a
system. The project, funded by the teaching assistant within
Training and Development Agency for a school. RiT has been
Schools (TDA), attempts to overcome able to get her previous
the challenges encountered by teachers qualifications translated
who were forced to flee their home and compared and we
countries. are currently helping her
The project has highlighted the wealth to secure a place on a PGCE
of talent that refugee teachers can bring If they are in a position to apply for course (specialising in French) to become a
to this country and the high levels of ITT programmes, identifying the most qualified teacher again.
skills and experiences they have to offer. appropriate route to QTS can be difficult
The number of refugee teachers who have and securing training places is very New RiT project developments include
registered on our national database in competitive. Many refugee teachers who training and awareness raising sessions
need of support has risen to over 470 and try to access schemes like the Overseas for ITT providers; a new mentoring scheme
85 different languages are spoken amongst Trained Teacher Programme (OTTP), matching refugee teachers with teachers
this group. However, despite the increasing an employment-based route, will find currently working in the UK; and a push
focus on community cohesion and the themselves competing for places with to promote refugees into appropriate wider
need for community language teaching others for whom English is their first school workforce roles where they can
within schools, refugees are still finding it language and whose route to the UK make use of their language skills, such
difficult to access Initial Teacher Training is directly through overseas teaching as interpreters, home/community link
(ITT) provision and employment. recruitment agencies (e.g. teachers from workers, bi-lingual teaching assistants, etc.
Over the last two years, we have been Australia and New Zealand). What refugee teachers really need is the
working closely with ITT providers to offer Employment-based routes into teaching chance to gain experience within a school
high quality information about routes into require the individual to find a school setting and the opportunity to prove
teaching, specialist advice and guidance, willing to employ them as an unqualified themselves. They need schools, colleges,
comparison of overseas qualifications, teacher and then support them through local authorities, community organisations
familiarisation courses and other support the QTS training and assessment process. and ITT providers to support their access
activities. We have helped many teachers However, our experience shows that onto QTS training, work experience and
to progress towards achieving their goals many schools are unnecessarily nervous employment. To support this co-operative
but we still have a long way to go. about permission to work documents working, we are actively looking to engage
Most refugees registered with our and criminal record bureau checks, with organisations in the creation of
project have already achieved high level which negatively impacts on refugees. regional partnerships which can bring
qualifications from their home countries, Research also shows that refugees lack together a range of support activities. If
have excellent teaching experience and are vital familiarisation and experience within we can get employers to recognise refugees
highly motivated. Refugees are resident in the English schooling system. This can as an untapped resource and work with
the UK and have full entitlement to work. put them at a distinct disadvantage when us to help build a model of support, we
So why, might you ask, are they having competing for places. can start to make real progress. If you or
limited success in accessing employment? your organisation would be interested in
Having fled their home countries, Rose was a teacher in Burundi for ten working with us to help refugee teachers,
refugees may not be in a position to years before she was forced to leave. After please do contact us.
provide evidence of their qualifications. arriving in the UK she waited three and
In the chaos of refugee flight, essential a half years for a decision on her claim Andrew Lawton | Project Manager,
documents, including certificates, are for asylum. Like all asylum seekers, it Refugees into Teaching
often left behind. Where certificates do was a difficult time, particularly as she rit@refugeecouncil.org.uk
exist, they require accurate comparison was not allowed to work until refugee
www.cilt.org.uk/commlangs 11
Teacher training and development …
Developing professional skills
New leaflet from that develop professional on these pages of the Bulletin. Courses
CILT teaching skills, but that offered do, of course, change on an
As part of the Our do not grant Qualified annual basis and readers are encouraged
Languages project, Teacher Status (QTS). to use the leaflet in conjunction with
CILT has published a This training provision the new Career Development section of
new leaflet aimed at is relevant both as the Our Languages website where latest
community languages preparation for subsequent information about courses can be posted.
speakers working as training leading to QTS The leaflet also lists further sources
teaching assistants, and for those aiming for of information, including links to the
higher-level teaching alternative career paths. Qualifications and Curriculum Authority
assistants or voluntary The leaflet outlines (QCA) and reference to the recently-
community language different career paths launched Qualifications and Curriculum
teachers. and explains the types of Framework. Please email me to order a
The leaflet, entitled accredited qualifications copy of the leaflet.
Developing Professional in existence. Example www.ourlanguages.org.uk/career-
Skills in Teaching courses offered in development
Community and World England are listed to
Languages, provides give a flavour of what is Sara Wickert | CILT, the National Centre
guidance on accredited available; a number of for Languages
training opportunities such training opportunities are featured sara.wickert@cilt.org.uk

participants can achieve up to 15 OCN run by the North West Routes into
Teaching Community credits at Levels 2 (approx. GCSE) and Languages consortium. As part of the
Languages course 3 (approx. A level). One module equals consortium’s work to encourage more
This course, accredited by Open College
three credits. Participants must be students to study languages post-14
Network (OCN) and run by Tower Hamlets
proficient in their community language, and through to university, a programme
College offers training to teachers of
employed as a community language of teacher training workshops was set
community languages to develop skills
teacher on a paid or voluntary basis up to upskill teachers of community
in planning and delivering lessons. It
and able to follow sessions and submit languages working in different contexts
is a practical course, with participants
written assignments in English. There is in the mainstream and supplementary
required to observe each other teach and
a course fee, subsidised at £20 for Tower sectors. The Institute of Education of
to visit a mainstream primary school;
Hamlets residents. the lead consortium partner, Manchester
they are also observed teaching their
I have worked with community Metropolitan University (MMU),
own class by a course tutor.
language teachers since 1998 and am the has developed an opportunity for
The five modules are:
course tutor; I also teach English and participants to build on the learning in
✽ Profiling and Planning – the profiling
prepare College students for university- these workshops.
of learners and the planning of schemes
entrance on the Access Programme. All participants on COLT courses
of work, series of lessons and individual
Shabita Shamsad is my co-tutor; receive a certificate of attendance if
lessons.
bilingual in Bengali and English and they complete all elements of the course.
✽ Materials and Methods – the creation
a teacher herself. She works for Tower However, this is not an academic award
of materials adapted for participants’
Hamlets LA, which sends as many tutors or qualification. Participants can register
own learners and ideas for engaging
as possible on the course. We currently for a MMU award or qualification and
activities.
have more than 20 students enrolled, the certificate will provide exemption
✽ Teaching and Assessing – lesson
a nearly equal split of male and female from part of certain courses. This is
delivery, behaviour management and
teachers. The majority are Bengali accreditation of prior learning (APL) and
assessing learners’ progress.
teachers, but Somali, Chinese and Arabic can take place for up to five years after
✽ Developing Awareness as a Teacher –
teachers are also training with us. the completion of the course. If a COLT
skills of professional reflection and
course participant registers for an award
awareness of education sectors.
Jackie Gooding | Tower Hamlets College of the university, this course plus an
✽ Language Matters – an optional unit
jackie.gooding@tower.ac.uk assessment item can provide 20 points
looking at theory and issues around bi/
of accreditation. The assessment item
multi-lingualism
The course runs from 4–6pm over six
Accrediting prior learning would be a piece of reflective writing
As reported on in issue 22 of this of about 1,500–2,000 words assessed
months across 24 sessions. As well as
Bulletin, the Community and Lesser- against undergraduate or postgraduate
the Tower Hamlets College certificate,
Taught Languages (COLT) project is

12 www.cilt.org.uk/commlangs
Community languages Issue 24 | Summer 2009 Developing professional skills

criteria, depending on what level of and three half days. Course elements five training days, participants would be
award was registered for. include: more aware of the procedures involved in
To contextualise this, on the ✽✽ how to carry out a survey of languages applying for any route into teaching.
undergraduate programme, 360 points spoken in the school Participants were provided with
are required for a BA degree, 240 for a ✽✽ how to evaluate professional values an introduction to the UK education
Foundation degree. On the postgraduate and practices system and also to the key issues
programme, a total of 180 points (at M ✽✽ sharing of each person’s language relating to teaching in a mainstream or
level) are needed for a Master’s degree learning journey complementary/supplementary school in
but participants can register for a ✽✽ teaching and learning activities the primary or secondary sector in the
certificate or diploma and proceed later ✽✽ classroom organisation UK today. Taster sessions in language
to an MA. At present we have available ✽✽ use of resources and ICT teaching methodology, ICT, the new
a PG Certificate in Teaching Modern ✽✽ how to evaluate, celebrate and record National Curriculum and assessment
Foreign Languages (non-QTS) and an MA pupils’ progress and achievements. for learning were also offered to give
in Language Education is undergoing A further half day requires the TA a flavour of what embarking on an ITT
validation. to visit a primary school and observe a course would involve. The course also
lesson taught by a primary languages included individual tutorial support
Dr Gee Macrory | Principal Lecturer in teacher and then discuss the experience. including the option of having degrees
Education, MMU The TA is also observed teaching his or checked with NARIC, giving participants
courses@mmu.ac.uk her own lesson and feedback is given, an opportunity to discuss their own
either by me or a colleague on the LA situation.
Course for Teaching Assistants primary languages team. The course attracted many applicants
(TAs) and 37 community language teachers
Participants on this course run by Bernadette Clinton | Enfield Local from across the UK were accepted onto
Enfield Local Authority (LA) since 2005 Authority the course (see photo below). Following
are employed as a TA in a mainstream bernadette.clinton@enfieldpdc.org.uk the advice and knowledge obtained on
school, mainly primary schools. Schools the course, some teachers felt equipped
from outside the borough are required Preparing applicants to ITT to begin the application process right
to pay a course fee, often via their own In summer 2008 CILT offered a free away. One Chinese teacher wrote in
LA. Participants need to be proficient in five day course aimed at community a follow-up evaluation of the course,
a foreign or community language, as well language teachers interested in ‘thank you for the useful free language
as English. This course is not accredited obtaining Qualified Teacher Status (QTS). courses …I have found a job of being a
in itself, but TAs who go on to study for Funded by a Challenge grant from the teaching assistant in a primary school in
Higher Level Teaching Assistant (HLTA) Training and Development Agency for Sussex. I think this job may give me lots
status can use course activities as evidence Schools (TDA) and jointly delivered by of teaching experience and help me to
for some of the HLTA Standards. The London Metropolitan University, the apply for the GTP in the future.’
course is also good preparation for those aim of the course was to encourage and
considering entering teacher training to give support to community language Sara Wickert | CILT, the National Centre
work towards Qualified Teacher Status. teachers thinking of entering Initial for Languages
The course usually consists of 20 hours Teacher Training (ITT) in order to qualify sara.wickert@cilt.org.uk
of taught sessions, across two whole days to teach in the UK. On completing the

www.cilt.org.uk/commlangs 13
Focus on …
Intercultural skills
New National Occupational Standards
With so much thought and debate The Standards are a quality benchmark people’s stereotypes and prejudices,
underway around community and social for what people do at work and underpin communicate and work with others in ways
cohesion and employability skills for training and qualifications. that maximise individual performance and
a global economy, CILT’s publication Between November and this March CILT organisational productivity.
of the innovative UK Standards for held a series of high profile events across Examples of Unit 1 performance outcomes
Intercultural Working could not have the UK to promote the standards and is now are:
been more timely. discussing applications of the standards
The new standards for ‘Working with with a wide range of organisations. These F. ‘Communicate in ways that can be
people from different countries or diverse include input into guidance on equality and understood by the people from the
cultures’ were developed by a CILT-led two diversity, identifying staff training needs, countries or cultures you are working
year project and were approved by the UK the design of curriculum and training and with’
Commission for Employment and Skills qualifications development. G. ‘Make enough time and effort and
in September 2008. The project drew on respond flexibly and positively so that
latest academic research into intercultural The standards comprise six main units: your working practice engages and
communication and conducted four 1 Develop your skills to work effectively includes people from different countries
phases of UK-wide consultation eliciting with people from different countries or or diverse cultures’
detailed input from the private, public diverse cultures.
and voluntary sector organisations, trade 2 Build working relationships with people Examples from Unit 1 Knowledge and
unions, sector skills bodies, government from different countries or diverse Understanding are:
representatives and other key stakeholders cultures. K1. ‘How differences and similarities
across the UK. 3 Appoint people from different countries between your own and other people’s
The new intercultural working or diverse cultures. cultural behaviour may change or affect
standards define the skills, knowledge 4 Manage a multicultural team. attitudes, expectations, communication
and understanding required to work in 5 Manage delivery of a service to people and working practices. (For example,
ways that promote open and respectful from different countries or diverse timekeeping, timescales, decision-
interaction, better understanding and cultures. making processes, perceptions of status
improved performance, when working 6 Develop new markets with different and role, attitudes to men and women,
with people from different countries or countries or diverse cultures. communication styles and
cultures whether in multicultural UK conventions, business
or internationally. They are for every Unit 1 relationships, business meeting
individual, wherever they are from. is regarded conventions, attitudes to
Contributions from the many communities as the emotion and levels of hierarchy
across the UK made it clear that core unit and formality).
intercultural working must be a two-way which will K10 ‘ How finding shared
process. It is not something that is done by form the ground can contribute to
one community to another, but a positive basis of all good working relationships
way of learning to ‘rub along’ together. training and between people from
development different countries or diverse
The benefits and strong business and applies cultures.’
case for using the standards to develop both to More information is
effective intercultural working skills young people available on the CILT
were highlighted during the widespread in schools, website, including a link to
consultation. These include: colleges and the UK standards website
✽ better communication between people of universities from where the standards
diverse cultures or different countries; getting ready can be downloaded. A hard
✽ mutually respectful and supportive for employment copy can be requested from Katherine
working relations; as well as to those already in work. Each Evans at CILT.
✽ more productive workforces; unit is made up of performance outcomes www.cilt.org.uk/standards/intercultural.
✽ improved customer service; and the knowledge and understanding htm
✽ more effective international trade; required to attain those outcomes. katherine.evans@cilt.org.uk
✽ strengthened diversity and equality Activities involved in Unit 1 include:
policies and procedures; Explore your own value-base and Cherry Sewell | Head of Skills, Business
✽ greater community cohesion. expectations and how they are viewed and Adult Learning, CILT
by others, challenge your own and other cherry.sewell@cilt.org.uk

14 www.cilt.org.uk/commlangs
Community languages Issue 24 | Summer 2009

Focus on …
14–19
Supporting community
language teaching at 14–19
CILT’s 14 to 19 microsite, Reshaping Panjabi, Somali, Urdu, Portuguese, Dutch airport employee.
Languages, brings together a wealth and Arabic have had their language skills ✽ The ASDAN International Award, which
of information on developments and accredited via Asset Languages and GCSE. can include a module of language
innovative practice with learners aged AS and A2 qualifications are also offered learning. Hove Park school in Brighton
14 to 19, including applied language in Dutch, Arabic and Polish. Classes delivers a 20 hours module of beginners
learning, alternative accreditation often contain native speakers as well as Mandarin Chinese; see the case study.
and ICT. A unique collection of videos those with English as mother tongue. www.cilt.org.uk/14to19/other_awards
and case studies highlight how new The school also supports local secondary The Resources section contains
approaches to language provision can schools, sharing support staff as Polish links to Schemes of Work developed
re-engage learners, inspire enjoyment and Somali speakers to provide lessons and by CILT in partnership with Language
and increase take-up of languages from exam tuition and helping schools to find Networks for Excellence (LNfE) and
age 14 onwards. Teachers of community examiners for languages such as Turkish International Business Communication
languages are welcome to browse and Portuguese. (IBC). The Schemes of Work are linked to
website content, organised by theme or www.cilt.org.uk/14to19/alt_accred/ contextualised resources and activities,
resource type, but may find some of the asset/bristol_met.htm which can be used with any language
content highlighted here of particular Also showcased is work being done at qualification which can be taught within
interest. the College of North East London (CONEL) the Additional/Specialist Learning
The Qualifications section provides a where a language is a compulsory element component of a Diploma. They include:
downloadable and regularly updated of BTEC courses in Business, Science and ✽ Chinese for Diploma in Engineering.
spreadsheet of the full range of post-14 Early Years Education. Video clips of ✽ Panjabi for Diploma in Society, Health
qualifications available to accredit Turkish being taught to students on the and Development.
performance in different languages, Early Years Education course are available, ✽ Chinese for Diploma in Manufacturing
including community languages. as well as commentary from students who and Product Design.
www.cilt.org.uk/14to19/qualifications explain how they have used their Turkish ✽ Polish for Diploma in Hair and Beauty
There are case studies from schools and skills to communicate with children in (coming soon).
colleges who have introduced language their work placements in local child care The Diplomas and the upcoming
qualifications alternative to the GCSE. For settings. Diploma in Languages and International
example, Our Lady’s Convent High School www.cilt.org.uk/14to19/diplomas/ Communication are explained on the
in Hackney offers the ICAAE Certificate in conel_video.htm website.
Business Chinese to students in Years 9–12. The section on ICT offer tips, advice, www.cilt.org.uk/14to19/diplomas/
The course is delivered via the GoChinese instructions and case studies for language overview.htm
multimedia platform, which enables teachers on a range of topics including the We are always interested to hear of
students to access materials at home, as use of digital audio and video, podcasts, good practice in the teaching and learning
well as in class. The Certificate covers blogs, wikis and authoring software. There of community languages. If you would
listening, speaking and cultural issues. are plans to expand the number of step- like to propose a case study on a project
One student said, ‘The Business Chinese by-step video guides, such as the one on or particular success with your 14–19
course has given a good opportunity to Moviemaker and Audacity. learners, please download a template from
those students like me, who are interested www.cilt.org.uk/14to19/ict/helston_ the home page. Contact us if you need
in Chinese, but not good at reading and video.htm advice on completing the template. The
writing Chinese characters. Being able to The Awards theme includes details of 14–19 ‘Reshaping Languages’ microsite is
get a certificate in the end, especially a awards for learners to recognise their skills regularly updated, so do visit the site on
distinction level, has really built up my and experience in applying the languages a regular basis for new information and
confidence.’ they speak. For example: resources.
www.cilt.org.uk/14to19/alt_accred/ ✽ The Foreign Language Leader Award, www.cilt.org.uk/14to19
bus_ch/our_lady.htm which involves students planning and
Another case study in the qualifications delivering language activities (including Gill Beckett | Language Teaching Adviser,
theme is from Bristol Metropolitan College, in community languages) to younger CILT
a multi-ethnic mixed comprehensive 11–16 learners in their own school or college gill.beckett@cilt.org.uk
school covering an urban population. or in a primary school.
With the aim of giving recognition to ✽ The British Airways Flag Award, which
their students’ heritage, speakers of 14 focuses on ability to converse in one or
community languages including Polish, more of a wide range of languages as an
www.cilt.org.uk/commlangs 15
InfoDirect
Resources update
SOAS – learner and teacher Teachers to what is now a network of some 100
support online The Teaching resources pages consist of Chinese supplementary schools since its
Language learners at university will articles on language-specific methodology establishment in the early 1990s. Among
have varying levels of contact time with (teaching of sound systems, grammar, the charity’s notable achievements has
tutors, and can definitely benefit from script), or lists of materials. There is also been the production of a multi-level
access to online resources in between some generic guidance that will transfer textbook, most recently revised in 2003,
classroom sessions, to boost the value of to other languages. The articles will be that has allowed teachers and learners to
such contact. Whether following specific in their original language and/or in an operate in either Traditional or Simplified
language degree courses or participating English language version. Downloads in characters to a common curriculum. The
as non-specialist linguists in Institution various formats support the materials. textbook has been mapped against the
Wide Language Programmes (IWLPs), Available for: Arabic; Bengali; Burmese; National Curriculum for Modern Foreign
they will usually be able to draw on the Chinese; Japanese; and Thai. Languages, so that children’s learning in
resources of their institution’s Language www.soas.ac.uk/languagecentre/teachers both their supplementary and mainstream
Centre. A case in point is the Language schools (where appropriate), should not
Centre at the University of London’s CASAW – e-Arabic learning diverge drastically.
School of Oriental and African Studies An Arabic resource that has just come to The same principles apply to the
(SOAS). The Centre offers support to both my attention also reflects the way online Federation’s latest publishing venture,
learners and teachers, some of which is resources and approaches that exploit which reflects recent developments in
equally accessible to those outside the them are receiving increased exposure. curricular and assessment arrangements.
School. It demonstrates as well how Higher Let’s Learn Chinese is a series of textbooks
Education (HE) institutions are developing designed to meet the needs of children
Learners such materials with an eye to supporting learning Chinese as a second or foreign
✽✽ The Centre’s own course materials more varied audiences. The project leader language. It has been written with
(in Arabic, Chinese, Hindi and for these materials gave a presentation reference to the Curriculum Guide for
Urdu, Japanese, Nepali, Thai, and to the ‘Arabic Language and Culture in Mandarin Chinese (CILT/Goldsmiths
Vietnamese) are confined to registered Schools’ conference on Thursday 26 March College/Nuffield Foundation), with
users. at the British Council. which it shares some authors; the Asset
✽✽ In ‘How we learnt languages’, SOAS CASAW (Centre for the Advanced Study Languages assessment scheme; the
students share their language-learning of the Arab World) is a joint initiative Key Stage 2 Framework for Languages;
experiences through audio downloads between the Universities of Edinburgh, and the National Curriculum for MFL.
or blog contributions. This was Manchester and Durham. Current Understandably, it is suitable for use in
conceived as part of the Jinrikisha activities include a three-year project Chinese supplementary schools, as well as
project for Japanese, winner of a which involves designing and delivering in mainstream school.
European Award for Languages in 2008, an eLearning support programme. The Foundation Level materials only
but the positive response has led to its The programme uses innovative and are available so far, but when the series
extension. multimedia learning technologies (in and is complete it will support learners in
✽✽ Web links take learners to diverse outside the classroom) and has helped primary and secondary sectors, with
sites of potential use or interest. It students to consolidate the four key skills coverage up to GCSE levels of competence.
includes specific language learning in the Arabic language. Being informed by Asset Languages
resources, but also gives access to print The project is developing two sites; an requirements, it will also underpin the
and broadcast media in the languages e-Arabic Learning Portal and an e-Arabic DCSF’s Languages Ladder.
concerned. Note that some of the sites Learning Tools and Resources Directory. The materials are designed to develop all
will be equally valuable to learners The Portal provides a visual reference and four skills and feature interactive teaching
in schools (e.g. an interactive site for access point to all relevant e-learning and learning methods. Cross-curricular
Arabic accessible to primary school resources and projects, and a glance at the applications may also benefit from
learners). Some languages are better toolbar conveys the range of technologies content on Chinese culture, history and
represented than others, but the list that have been embraced. The Directory is geography. For pupils there is a textbook
is impressive. They are organised as still under construction. accompanied by an audio CD, containing
follows: African languages; Chinese; www.e-Arabic.com stories, songs and listening exercises,
Japanese; Korean; Middle Eastern while the Teacher’s manual comes with a
languages; South Asian languages; and New, recent and forthcoming CD-ROM of interactive resources. Access
South East Asian languages Chinese resources to an online resource bank completes the
www.soas.ac.uk/languagecentre/learners support offered by the series. More details,
Let’s Learn Chinese including an order form, are available on
The UK Federation of Chinese Schools the UKFCS website.
(UKFCS) has been offering its support www.ukfcs.info

16 www.cilt.org.uk/commlangs
Community languages Issue 24 | Summer 2009 InfoDirect Resources update

Maomao study guides provides the sort of revision AQA teachers can investigate the online
Maomao is a three year old panda. support familiar to learners of other support offered by the Teacher Resource
Maomao and the bamboo is a beautifully languages. Each title, GCSE, AS and A2, Bank. What is on offer will vary between
illustrated reader which introduces comprises material covering the required specifications, but typically this will
him, his family and his home in China, grammar, vocabulary, topic content and include a Resources list (identifying
presented in parallel English, Mandarin examination-style exercises, with audio CD websites for various media), Schemes
script and pinyin transliteration. It is the support. The A2 volume places particular of work and Exemplar candidate work
product of an international schools link emphasis on advanced reading, translation for 1 or 2 units, as well as topic content
between Calday Grange Grammar School and writing skills. The volumes can description and details of the marking
on the Wirral and Hangzhou Foreign also act as reference texts for teachers. scheme. Use this link to see Bengali at
Language School in Zhejiang province, Get ahead in Chinese is a four-volume AS/A2 as an example.
China. The book describes his favourite course for GCSE (or equivalent level www.aqa.org.uk/qual/gce/bengali_trb_
food (no surprises there), and would examinations). The first three volumes new.php
provide primary schools that want to provide for the learning of 181, 222
explore the teaching of Mandarin at any and 285 new characters respectively,
level with enough basic language, and a covering domains that broaden from
global conservation theme, to fit within the personal, to travel, food and
several cross-curricular perspectives. drink, work experience and on to
www.maomaopanda.co.uk broader cultural concerns, while the
fourth integrates and revises material
Preparing for the new GCSE and AS/A2 previously covered to prepare the
specifications for Chinese student for the examination. An audio/
Looking at some of the materials that mp3 CD accompanies each volume,
were included in the Mandarin display at containing recordings of all texts and
CILT reported on in Bulletin 23, perhaps listening exercises.
it would be appropriate to refer to those To coincide with first teaching of the
designed to support the recently revised new Edexcel GCSE specification this
specifications for AS/A2 and GCSE (titles September, as previously with those
intended for different audiences, including for AS and A2, learners and teachers
students in HE/AE and independent will have a dedicated coursebook at
learners, may be dealt with in a future their disposal. This time the publisher
issue). is Heinemann, and a notable feature
is participation in the author team
by language specialists from the
Specialist Schools and Academies Trust
(SSAT). Edexcel GCSE Chinese aims to New Curriculum Guides
deliver complete support for the new The Curriculum Guides in Arabic,
specification, with step-by-step activities Mandarin, Panjabi, Tamil and Urdu from
and controlled assessment practice. The Goldsmiths College and published by
materials comprise a Student’s book, a CILT have been featured in earlier issues.
Teacher’s Guide, a set of audio CDs and an As well as suggestions for interactive
assessment pack. They are scheduled to classroom activities and developing
appear in August, and pre-orders for an intercultural understanding, the guides
Evaluation pack are being taken now. provide a framework for planning and
www.hoddereducation.com teaching oracy and literacy to community
www.cypressbooks.com language profile learners. We are delighted
www.heinemann.co.uk that new Curriculum Guides are published
this summer in Cantonese, Gujarati,
Online support for AQA Somali and Yoruba. As with the existing
specifications guides, they can be purchased in hard
Edexcel Chinese for AS (Hodder
While the resources referred to above copy or downloaded free of charge from
Education) appeared in time to support
are designed to support the Chinese the Goldsmiths College website.
the first teaching of the new specification,
specifications from Edexcel, learners of www.cilt.org.uk/books/
last September, while the equivalent A2
some other languages for which new curriculumguides.htm
materials are imminent. This new course
GCSE and AS/A2 specifications have
comprises (for each level) a Student’s
been developed may find that there is Louis Greenstock | Information Resources
book with accompanying audio CD and
more support available than they have Manager, CILT, the National Centre for
a Teacher’s resource book/pack with
previously encountered. Languages
classroom CDs. Within this context,
For the new specifications in Bengali, louis.greenstock@cilt.org.uk
several titles from Cypress Books are
Modern Hebrew, Panjabi and Polish from
worthy of note. A series of Examination
www.cilt.org.uk/commlangs 17
InfoDirect
News update
Survey shows wider range of an exclusion may unlawfully discriminate understanding of Scotland’s place in the
languages in secondary schools on the grounds of race against those world.’
CILT’s 2008 Languages Trends Survey regarded as possessing the native language The English schools minister Jim
released in December showed that English qualifications. The ECU points out that Knight recently announced his plans for
secondary schools are in a period of rapid institutions may be making unjustifiable teenagers in every English state school
change and development, with a third of assumptions about the significance of to have access to Chinese language and
state schools introducing new courses and native language qualifications, and advises philosophy. ‘There is a lot we can learn
teaching approaches to boost take-up of institutions to adopt an admissions from the Chinese culture and Confucius,’
languages at GCSE. policy which considers the individual he said. ‘There should be an opportunity
The survey showed a widening range circumstances of each applicant. for everyone to access Mandarin at a local
of languages on offer, with Spanish, www.ecu.ac.uk school.’
Italian and Mandarin continuing to rise www.ltscotland.org.uk/mfle/
in popularity. Spanish is set to overtake CILT library introduces monthly confuciusclassrooms
German as the second most commonly late night opening
taught language after French. Other Due to the success of the first library open New website is essential
languages, such as Urdu, Russian and evening in January, the CILT Resources resource for primary languages
Mandarin are also generating interest Library will be now be staying open CILT has launched a ground-breaking new
following changes to QCA guidelines on until 7pm on the last Wednesday of each website to support language teaching
which languages schools may offer. month. The CILT Resources Library at in primary schools. The new Primary
The survey also showed a dramatic CILT’s offices in Waterloo is the UK’s largest Languages website brings together all of
growth in new qualifications in state source of materials for language learning, CILT’s online support from NACELL and
schools, with 41% currently offering teaching and research, including a large the Primary Languages Training Zone to
an accreditation other than GCSE for section of community languages materials create one essential and easily-accessible
languages at KS3 or KS4, compared to for all ages. resource for everyone involved in teaching
29% last year. Of these accreditations, The library has recently launched a new languages in primary schools.
Asset Languages is by far the most ‘Friends of the CILT Library’ loyalty scheme, The site combines NACELL’s news and
commonly used. Independent schools giving regular visitors the chance to keep advice with the impressive range of video
reported fewer changes to language in touch with the library’s latest events clips and teaching ideas previously found
courses, partly due to less pressure to and offers. The scheme also offers regular on the Primary Languages Training Zone.
increase take-up of languages at GCSE. visitors a discount on CILT books bought This includes over 30 new video clips
www.cilt.org.uk/research/ in the library, including the Curriculum on topics including video conferencing,
languagetrends Guides for community languages and A assessment and Content and Language
World of Languages by Manjula Datta and Integrated Learning (CLIL).
Guidance warns against Cathy Pomphrey. Visit the CILT library The website includes a dedicated section
exclusion of language pages to browse the online catalogue and for community languages, inside the
qualifications find out more. ‘Teaching and learning’ area. This offers
The Equality Challenge Unit (ECU) and www.cilt.org.uk/irs advice and ideas for everyone teaching
Supporting Professionalism in Admissions community languages in the primary
(SPA) have published guidance for Heads Scotland brings Chinese culture sector, including information and guidance
of Institutions and admissions staff on the to secondary schools on Key Stage 2 curriculum models,
legal risks of excluding native language Four new Confucius Classrooms have classroom practice and professional
qualifications (such as A Levels) as entry opened in Scotland this year, as part of development.
criteria for higher education courses the Scottish government’s plans to develop www.primarylanguages.org.uk
and programmes. The guidance warns cultural links between Scotland and China.
that institutions which exclude ‘native There are now eight classrooms around
language qualifications’ from consideration the country, offering central learning
when assessing an applicant for entry onto points for Chinese language and culture.
certain courses may be breaching equality A group of 51 Scottish pupils and nine
legislation. teachers from selected schools across
Institutions which currently exercise Scotland will travel to China later this year
New website launched for
this type of exclusion rationalise the for the chance to learn Chinese and gain
Diploma in Languages
policy by suggesting that a language first-hand experience of Chinese culture.
The Diploma Development Partnership for
qualification may be less demanding for Scottish Education Secretary Fiona Hyslop
Languages has launched a new website
a native language speaker than for a said, ‘We want our young people to have
providing information and advice about
non-native speaker. However, the new an international outlook with a clear
guidance warns that the operation of such

18 www.cilt.org.uk/commlangs
Community languages Issue 24 | Summer 2009 InfoDirect News update

the innovative new qualification for Sheffield primary hits the of speakers of different languages in the
students aged fourteen to nineteen. headlines with Somali lessons population, and to find out more about
The Diploma in Languages and Springfield Primary School in Sheffield the relationship between languages
International Communication is one of 17 received national attention in March spoken, socio-economic factors and
Diplomas, and is due to be launched in when the Times Educational Supplement educational attainment.
2011. Diplomas are set to become one of (TES) reported that all Year 3 children at 2008 was the first year for which data
the three main learning choices, alongside the school are receiving lessons in Somali on the languages spoken by schoolchildren
GCSEs/A levels and Apprenticeships. CILT in partnership with the city’s Somali in schools became available for all schools.
is project partner in the development Community School. The project seeks to combine this data
of this new Diploma, led by GoSkills, The Year 3 children at Springfield – with other sources such as GP registers,
the Sector Skills Council for passenger where 40% of pupils are Somali – learn and Local Land and Property Gazetteers
transport and travel. languages for half an hour each week. in order to estimate the total populations
The Diploma will blend theory and Head teacher Beth Stevenson told the TES of language speakers and the relationship
practice, showing how languages can be that the lessons were ‘very popular’ with between language, ethnicity and social
applied at work and at leisure. It aims pupils. ‘They love that lesson. Our children position.
to help students learn how language are so switched on to learning a language, Although the focus of this project is on
works as well as how we learn languages, they lap it up. But for us, it’s not just London, the idea is to test out this new
so that they can become independent, another language, it’s about giving our model of combining data from different
lifelong language learners. It will also community a role. It says to them that sources, so it can be used in other areas
introduce young people to translating and your language is important.’ and to log trends over time. The research,
interpreting, and teach them intercultural Staff at Springfield Primary and the which is funded by the Economic and
skills. Somali School are also working together to Social Research Council, will be completed
www.diploma-in-languages.co.uk create lesson plans and teaching materials by 30 September this year.
in Somali.
www.tes.co.uk UCAS allocates points for Asset
qualifications
National newspaper highlights Students with Advanced Stage Asset
benefits of multilingual Languages qualifications will soon be able
classrooms to make their achievement count when
Our Languages e-conference While many national papers showed they apply for university places, according
gets teenagers talking concern over figures released in March to changes announced by UCAS. The
The second Our Languages e-conference
showing the rising number of primary qualifications have now been allocated
took place from 2–16 March, inviting
school children without English as a UCAS tariff points, which will come into
pupils from primary and secondary schools
first language, the Times Education effect for entry into higher education from
to talk online about the languages they
Supplement (TES) investigated the 2010 onwards. Students earn tariff points
speak and to give their thoughts on
benefits of a multilingual classroom. After for each listening, speaking, reading or
the benefits of learning languages. The
speaking to teachers who are tapping writing test at Advanced Stage they pass,
conference received 1,600 responses from
into the possibilities offered by children’s which suits the uneven skills profile of
pupils, mostly from secondary schools,
multilingual heritage, Maebh Ritchie, many community language learners.
who between them had some knowledge of
concluded that ‘teaching a new language As well as French, German and Spanish,
over 50 languages.
alongside primary pupils’ first and second candidates can now be entered and
Many secondary school pupils
languages can create a multilingual earn UCAS points for Advanced Stage
highlighted the usefulness of speaking
environment that breeds self- confidence.’ qualifications in Arabic, Cantonese
another language when travelling and
Ritchie spoke to teachers such as and Mandarin Chinese, Greek, Italian,
thought that having another language
Brenainn Lambkin of Southwold Primary Japanese, Polish, Portuguese, Russian and
would give them valuable points for their
School in Hackney, who highlighted the Turkish.
CV when starting a career. One teenager
positive effects of language learning on Vivienne May, Asset Languages Senior
said ‘Learning another language makes you
intercultural understanding. ‘I’ve noticed Manager, commented, ‘We are very pleased
feel confident when you travel and also
that through learning a new language that our qualifications have been allocated
you can use the skills in your work and
such as Spanish, the children have more tariff scores. This re-enforces the feedback
make friends.’ Several teenagers also said
empathy for those who have come into the we have received that Advanced Stage
that they intend to pass on their heritage
class not speaking English. They realise tests provide a significant and meaningful
language to their own children.
what it feels like.’ challenge for learners.’
Following the success of this
www.tes.co.uk www.assetlanguages.org.uk
e-conference, the Our Languages team
plans to run another e-conference during
New research on multilingual
‘Who do we think we are week?’ from
Britain
22–27 June. An analysis of the learner
As mentioned on pages 8–9, a new
responses will also be shared at the
research project is under way at London’s
Community Languages National Show.
Institute of Education which hopes to
www.ourlanguages.org.uk
find a new way of estimating the number
www.cilt.org.uk/commlangs 19
Community languages Issue 24 | Summer 2009 InfoDirect Forthcoming events

Forthcoming events
Urdu Primary language and Languages project schools, an update A free event aimed at building motivation
methodology course on the latest government thinking on in students for language learning, of
Various dates April-July 2009, community languages, advice on Asset both community and modern foreign
Manchester Metropolitan University, Languages accreditation and guidance on languages. Speakers are from SOAS, SSAT,
obtaining QTS. examination boards and Goldsmiths
Didsbury Campus
This series of ten free teacher training www.ourlanguages.org.uk College.
Contact: Isabelle Ercan at i.ercan@skhs.net
sessions apply the methodology for
teaching languages to young learners Second International Conference
Community Languages National
to the teaching of Urdu. The course on Multilingualism
Show 2009
is open to beginners, advanced and Friday–Saturday 19–20 June 2009,
Wednesday 15 July 2009, Chilworth
native speakers of Urdu, with a focus London Metropolitan University
on language, culture and teaching Manor, Southampton
Fees: £220 (£120 for complementary
methodology. Fees: £75 (or £25 for complementary
school teachers)
Contact: 07810 487186 school teachers, with travel subsidy)
With the theme of Making Multilingualism
www.traffordlearning.org/cpd/
The annual conference and exhibition
Meaningful: linking theory to practice,
for colleagues involved in teaching
CPDCourseForm.asp this conference includes Prof. Jim
community languages in the mainstream
Cummins, University of Ontario, Canada
or complementary sectors, whether
and Prof. Luis C. Moll, University of
teachers, managers, local authority
Arizona, USA as principal speakers.
advisers, teacher trainers or policy-
www.londonmet.ac.uk/depts/doed/
makers. All delegates will receive an Our
centre-for-multilingualism
Our Languages regional Languages toolkit on forging successful
dissemination events partnerships between mainstream and
Various locations, May–June 2009 Conference for all languages in complementary schools and CDs offering
(see page 3) London and beyond lesson plans, schemes of work and
These nine free events feature high- Friday 10 July 2009, Seven Kings resources across a range of languages.
profile speakers, participation from Our High School, Ilford www.cilt.org.uk/clshow

CILT, the National Centre


for Languages is pleased
to introduce you and your
colleagues to the wide
range of information,
resources and support
available to promote the
successful teaching and
learning of community
languages.
Have you visited the
lopments |
community languages News | Teaching and learning |
Making the case | Policy and deve
| CILT support
webpages yet? Research and statistics | Qualify
to teach

www.cilt.org.uk/commlangs
About CILT and its support for the next bulletin. Please write to the editor, purposes provided the source is acknowledged.
community languages Claire Dugard, by the end of June 2009 at ISSN 1460 0765
The Community Languages Bulletin is CILT, the National Centre for Languages, CILT, the National Centre for Languages is a
published at the beginning of the Autumn and 111 Westminster Bridge Road, London SE1 company limited by guarantee no. 5375352
Summer terms. It is one of a range of bulletins 7HR. registered in England and Wales and is a
for different interests and is available via a Email: claire.dugard@cilt.org.uk. registered charity no. 1108543 registered in
free mailing list. The bulletin is also available Tel: 0845 612 5885. England and Wales.
online at www.cilt.org.uk/ We reserve the right to edit items submitted.
commlangs. Community Languages © CILT 2009. This
We welcome suggestions for contribution to bulletin may be copied for non-commercial

20 www.cilt.org.uk/commlangs

Вам также может понравиться