why england can't win the world cup

7/28/2019 Why England Can't Win the World Cup

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Learning Lessons

Volume 3 Issue 7 December 2012Author: J Breen

Editor: J Breen

The Research Publication of King Edward VI Grammar School, Chelmsford www.kegs.org.uk

Why are European

football teams so much

more successful than

England? Is there a

specific football gene that

enables you to play moreskilfully, with breathtaking

panache, a football gene

our European neighbours

inherit that means they

play exciting football? Are

they born better

footballers, or is it just that

they approach the whole football business differently?

Thirteen years experience with the German Exchange at

KEGS has often prompted a similar question: what makes the

Germans think they are better linguists? Is there something

in the soil on mainland Europe that drives a desire to become

proficient in English? Do European teenagers study harder

or have a much better strategic vision of their own working

future and educational needs or is it that other countries

approach the whole language learning business differently?

A study of the OECD statistics (Figure 1) comparing

language learning in the EU makes dismal reading. Only

5.5% of students in the UK studied 2 or more foreign

languages at level 3 (A level) in 2010. That makes the UK 2nd

from bottom (26th

/27) in the

league tables. If we look at

what is happening in the other

EU states, though, we see that

in 50% of countries more than80% of students study 2 foreign

languages at A level while in

65% of countries 75% or more

of A level students are studying

2 foreign languages.

Now lets consider the PISA

report 2012 and UK rankings here. In reading and

mathematics students in the UK scored average but

science scores placed the UK statistically significantly above

the average. Just imagine, though, what would happen if the

UK standing in the OECD stats comparing language learning

were to be reflected in the PISA rankings: UK would be 2nd

from bottom globally (a position currently occupied by

Azerbaijan) only marginally better than bottom of the table

Kyrgyzstan. There would be national outrage, the like of

which we have never seen before. It would be a national

emergency demanding serious measures.

So what is happening to improve UK language learning

statistics? The government is reconsidering the Primary

Strategy. But how will an hour a week of a range of possible

languages, frequently taught by non-specialists, in a

nationally adhoc and uncoordinated programme ever hope

to have serious impact and effect lasting change? This is

merely tinkering with problem solving. Our attempt at

Primary language learning is rather like a drop in the ocean

when you compare 1 hour (at best) a week here for 10 year

olds with nearly 4 hours in Germany. Sadly our education

system is denying students the same opportunities to

compete and succeed globally afforded to the students in EU

partner states. The government introduction of the E-Bac is

a welcome recognition of the importance of language

learning for all, but it is not enough. Students in UK schools

deserve better. We need a national and fundamental rethink

of language learning not mere lip-service to change.

Why England cant win theWorld Cup.

Figure 1: language learning in EU member states.

Source: Eurostat and UNESCO Institute for Statistics (UIS), OECD.

Students studying 2

foreign languages at

A level

UK 5.5%

50% of EU Partners 80%

65% of EU Partners 75%

Winning Teams

Germany

Italy

England


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It is not fair to compare the success of language

teachers and language learners in the UK with our

counterparts in Europe because its not a level playing field.

Language teachers in the UK do a tremendous job, working

against the odds to promote their subject and engage

students, trying to give students the language, cognitive and

communication skills they need to compete globally in the

21

st

century. They are trying to reach the same outcomes asour European partners in a fraction of the time. Its not fair.

Something has to change. If you are Chelmsford City Football

club with a stadium capacity of several thousand its lunacy

to expect you can compete equally, either financially or in

terms of winning, with the likes of Barcelona, Manchester

City or Chelsea.

The KEGS storyThis is where the KEGS story begins; a story where

World Cup victory isnt a blip every half century, but a real,

achievable and sustainable dream. For when KEGS became aLanguage College in 2008 we revolutionised the landscape of

language learning. As a result, over the past 2 years typically

70% of students in each year group have gone on to study

French or German at AS level. Languages has lost its elitism

and we now have boys who have embraced the challenge of

AS study with a B grade at GCSE. Previously at KEGS that was

unheard of; languages wasnt seen as a subject all students

would need in the future and was generally the preserve of

those teenagers with an (unnatural?) fascination with all

things subjunctive. Now the benefits of language learning

rigorous application of academic skills, better communicative

skills, greater cultural insight and hence heightened

interpersonal awareness, code-breaking competency as well

as reflective insight into mother tongue languageare open

to far more students. We have recognised that language

learning is important for a range of students, not just those

aspiring to gain A or B grades at A2. In addition, our number

of double linguists has also increased, to just under a 3rd

of

the year group and our language provision options have also

expanded to include Russian and Mandarin. There is an

energy and dynamism about language learning that we didnt

have before.

How has this been achieved?We have done this by introducing an intensive,

immersion course in Yrs 7-9 (Figure 2). There used to be 4

hours of language learning on the curriculum (2 hours French

+ 2 hours German), but now half the year group learns

French for 4 hours a week and half the year group learns

German for 4 hours a week. This pattern continues in Yr 8,

when students also pick up 1 hour of Latin a week. In Yr 9

students have 3 hours a week of Language 1 and 1.5 hours a

week of Language 2.

We believed that the only way to increase numbers at A

level was to limit the breadth of language learning

opportunities initially reduce the numbers of languages

students learned - and go instead for depth and rapid

progress and then offer a wider choice of languages (Figure

3). At KEGS this model was easy to achieve as we had

previously had French and German on the curriculum from Yr

7. Schools that have prioritised their curriculum differently

need to rethink. Solutions can be found. Whats needed is

the will to change.

What was the rationale behind this model?One source of inspiration was the European model. The

other came from years sitting through my sons violin lessons

and noting the regular practice and real graft needed tobecome proficient. A bonus of this effort, however, was his

ability to pick up other instruments and play very well with

minimum effort. This made me think: if we want students to

become accomplished musicians its probably not a good

Figure 2: KEGS language learning structure at KS3

Yr 7 L1L1

Yr 8

Yr 9

Latin

Latin

L2

L1 L1

L1L1L1L1

L1L1L1

+

+

Figure 3: diversity and depth of language provision

L1

L2

KS4 Pathways

French or German

French German Mandarin

AS in L1 GCSE in L2 GCSE in Russian

70% students study languages at

AS level

33% of students are double or

triple linguists at KS4


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idea to start them off on 2 or 3 different instruments at once.

Is it not far better to invest the time mastering one instrument

before moving to others with a far greater degree of

independence and autonomy? Really good musicians are

always multi-instrumentalists. The same is true of languages.

If we want more students to speak more languages then we

need to introduce timetabling structures that enable them to

become rapidly proficient in one language and transfer theirskills at a later stage.

OutcomesSo what happened and what have been the outcomes of

this new curriculum structure? Anecdotally, responses from Yr

7 parents at the induction evening in September and

information morning in November are overwhelmingly

positive: I wish I had been taught like that at school; I can

see why my son likes French/German so much; its a great

opportunity for him to learn. Its not rocket science. Four

hours a week gives students the time and space to actuallypractise speaking, gives them a feel-good factor about

languages, allows them to prove to themselves and everyone

else that they can speak and communicate, and transforms

languages into something they perceive themselves to be

good at. They feel like this, not because they are able boys,

but because the curriculum structure allows them to become

decent linguists. The pupils from our exchange schools arent

startlingly good at English really. The difference is they are not

scared to use it and have a go. This cannot be solely explained

by the attraction of American culture. Rather, I believe, its

because the curriculum system has given them enough time to

practise speaking in lessons. We had a break through on ourexchange programme last year. German teachers and parents

alike were amazed at how confident KEGS students were at

speaking German. One German teacher tried to speak to our

students in English and was told Englisch ist verboten!.

These students werent any brighter than students we had

taken before, but they didnt suffer from the insecurities in

language learning that had plagued students in previous years,

students who didnt have enough time in school to practise

and improve speaking.

The immersion approach is so effective because to be a

successful linguist you need short but regular exposure tolanguage learning the kind of exposure generated by 4

single, one-hour lessons.

ResultsOver the past 2 years we have been able to compare the

performance of students learning through the immersion

model 3 or 4 hours a week over three years with Yr 11

students who studied languages for 2 hours a week over 5

years. Even given their lack of maturity, the Yr 9 students still

managed to out-perform Yr 11 students.

In the first year (Figure 4) the difference, as expected,

was not huge. Not only were we grappling with a completely

new exam, we were feeling our way through a whole new

experience of teaching intensively. In year 2 (Figure 5) of the

new framework, however, we were able to learn from

previous experience and improve outcomes for students even

further, with a significant difference in attainment. We can

see that the same kind of students learning under a different

structure resulted in an 18% - 20% increase in A/A* grades.

Thats significant.

We do an audit of language skills at the beginning of Yr 7

and ask students what do you hope to gain from your

language learning experience. By far the largest response is

to become fluent in French or German. This is not possible for

most students on only 2 hours a week. Two hours a week of

language learning is like having PE lessons that are never long

enough to allow you to actually DO the sport. Lionel Messi can

have all the innate talent in the world - but its no good unless

he has time to practise. KEGS has pioneered a curriculum

which has been shown to impact positively on learning

outcomes. KEGS students are fortunate because they are

learning differently. But we must ask: why as a nation do we

insist on making it so much more difficult for our young

Figure 5: Year 2 Comparison

Figure 4: Year 1 Comparison

Results Yr 2 2012

2012 Yr 9

German

Yr 11

German

Yr 9

French

Yr 11

French

A*/A 72% 54% 88% 68%

B 21% 29% 10% 21%

C 7% 12% 2% 10%

D 3% 1%

E 2%

At GCSE the same kind of students

learning under a different structure

resulted in an 18% - 20% increasein A/A* grades.

2011 Yr 9

German

Yr 11

German

Yr 9

French

Yr 11

French

A*/A 57% 38% 59% 52%

B 34% 35.5% 25% 36%C 9% 20% 16% 8%

D 4.5% 4%

E 2%

Results Yr 1 2011


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people? Students in other EU countries dont become

proficient in one or even 2 languages with only 1.5 or 2 hours

a week. Top performing countries dont have students with a

better aptitude for learning languages they have a different

learning structure and they dedicate far more time to

language learning than the UK. If we want to improve

national performance then curriculum structures have to

change.

I am going to finish with optimistic words from the

Education Minister, Elizabeth Truss (figure 6).

Every four years we hear how England is going to make it to

the World Cup final this time. But, lets be brutally honest.

England is never going to achieve this unless someone

recognises that the structure and organisation of grassroots

as well as league football, talent spotting systems and youth

development change considerably. If, as the Education

Minister claims, we are serious about giving our young people

the skills they need in a competitive global jobs market thenthe structure and content of language learning has to change

considerably too, because national statistics are a disgrace.

2014?What will be the state of play in 2014? At KEGS we are

still very much on a learning trajectory. The first cohort of AS

students under the new learning structure does their exams

in 2013. For them, as for any successful language learner, the

graft doesn't get easier since language learning at any leveldemands regular and sustained effort and intense personal

discipline to keep going and to organise time successfully.

Following on from the success of the immersion model at KS3

maintaining momentum with only 2 hours a week in Yr 10 is

also a challenge. The AS course demands stamina and

resilience on a massive scale, not least of all because students

are balancing the needs of 12 or 13 subjects and not just

another 3 AS subjects. But what we have to remember at all

times is that the KEGS Language College plan was about

democratising the study of languages and accessing a far

wider range of ability learners (who will have a wider range of

learning outcomes) to skills that will put them on an equalfooting with EU counterparts when competing in a global

market. Innovation in education is discovering change that

impacts positively on learning. In our new language learning

structure at KEGS we have boldly gone where others have yet

to tread. As with any exploration of frontiers unknown there

will be further challenges along the way we will have to face

and overcome. Yet whatever we encounter, we know that our

journey calls into question the wisdom of persisting with a

model, just because it is tradition. For other schools with a

different learner profile to KEGS early entry GCSE in Yr 9 will

not be appropriate but the KS3 immersion model, such as that

successfully implemented at KEGS, would help give studentsthe confidence and competence in language learning to

achieve more highly at KS4 and beyondand surely thats a

national aspiration?

However, a word of caution. Success is not purely about

contact time. Crucially its what you do with that time and

thats where Zest for Learning Languages comes in; the fusion

between structure, content and methodology. But more

about Zest for Languages in the next on-line Learning Lessons

(Volume 3, Issue 8).

And will England make the final in 2014? I think thats

best left to the football pundits to debate.

Adapted excerpt from a keynote speech given

by Jane Breen at the SSAT National Languages

Conference 2012 (Aston University).

ReferencesEuropean Commission (2008) Multilingualism: an asset for

Europe and a shared commitment (COM(2008) 566 final).

http://epp.eurostat.ec.europa.eu/statistics_explained/

index.php/Foreign_language_learning_statistics

Figure 6: Education Minister, Elizabeth Truss

We must give young people the

opportunities they need to compete in a

global jobs marketfluency in a foreign

language will now be another asset ourschool leavers and graduates will be able

to boast.

Two hours a week of language

learning is like having PE lessons

that are never long enough to allow

you to actually DO the sport.

Even Messi needs to practise.
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