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House of Lords debate: Modern Languages

On the 3rd December 2010 a motion was brought forward by Baroness Cousins to call attention to the contribution of modern language skills to the UK economy: and to move for papers. Baroness Cousins herself is a language graduate and is chair of the All-Party Parliamentary Group on Modern Languages, a group which is supported by CILT (the National Centre for Languages).

The Baroness calls on Michael Worton’s recently published review of modern language provision in English universities which came to the conclusion that unless the decline in language learning is reversed, Britons will become one of the most monolingual peoples in the world which will result in serious consequences for our economy and the country as a whole.

This has already begun to happen. Research from the Association of British Chambers of Commerce showed that 77% of exporting companies that were unable to do business in a foreign language thought that they had lost business because of it, and exporters who used language skills achieved on average 45% more sales. According to Cardiff University’s Business School, the UK economy could potentially be missing out on up to £21 billion a year because of the lack of language skills in the workforce.

So why is this happening?

Much evidence exists that the language needs of employers are not being met. CBI surveys have indicated that 60% of employers are unhappy with the foreign language skills of school leavers and that over 1/3 of UK businesses are resorting to recruiting from overseas rather than from the British pool of prospective employees.

Our European counterparts are reaping the rewards of having a bilingual or multi-lingual population while the UK festers in the doldrums of monolingualism. This all stems from the education system and the language culture of each individual country, an aspect in which the UK and its government have failed to provide enough of to its people. Many European education systems teach children languages from a young age at Primary school and install a language learning culture into their youth. This continues up to University, three times more French, German and Spanish students go on Erasmus-funded placements abroad as part of their degree than British students, giving them a competitive advantage in the worldwide labour market.   While these students are taking full advantage of the international opportunities available to them, our own students are finding it increasingly difficult to take advantage if schemes such as Erasmus. Lord Dykes calls for action “Multilingual children in other European countries can speak one, two, three, four foreign languages because they start early. Why do we not do that here?” We need a change of culture.

One major barrier is that our particular culture installs in the majority of us that English is the predominant language across the globe. This train of thought encourages us not to bother with other languages, while in reality, only 6% of the world’s population are native English speakers and 75% speak no English at all, leaving a very large market which is somewhat impenetrable by our UK monolingual businesses. The ideal strategy should be to recognise the fact that English is indeed one of the most widely spoken languages in the world, but also take advantage of the other languages which would enable us as a country to become more competitive in the global marketplace.

There has been a varied response from the educational and professional sectors and government ministers to this predicament which we face. Many view the education system to be the real source of the problem. Some harrowing figures have been released that show just how dramatic the downturn in language learning in schools has been. Only 44 % of pupils took a language GCSE in 2009, compared with 76% in 2000. The number studying French in state schools has fallen by over 30% since 2004 and only 1 in 11 children are now learning German and only 1 in 9 French. These alarming statistics have no doubt been somewhat partly caused by the Government’s ludicrous decision to abolish the compulsory language GCSE in state schools in 2004. Languages have so often been forgotten in favour of other subjects such as Maths, Science, Engineering and Technology which have been part of the STEM initiative. At present French and German are top of the list of languages that employer’s want but as new markets are opening up other languages are coming into the picture such as Mandarin Chinese or Arabic. The lack of enthusiasm for languages in schools is carrying through to Universities and higher education. A third of modern language departments have closed in the past seven years. An example comes from the University of the West of England (UWE), where student demand is so small that the vice-chancellor is stopping courses in French, Spanish and Chinese studies. The MA in translation remains popular enough to stay running. To soften the blow, a language centre is being created to allow students to take a module in a language with their degree. Despite the importance of emerging economies such as China, the number of students graduating in Chinese remains small. Between 125 – 130 people graduate in single honours Chinese courses, which is an embarrassingly small figure compared to the size of China. Professor Tim Wright of Sheffield University states that Slovenia, with its population of 2 million, has as many students studying Chinese as the UK with its population of between 60 – 70 million. If we are to trade sufficiently with the ‘fastest growing economy in the World’, we must train our young people to speak Chinese.

It is not just the education system which is causing problems. According to the national languages strategy, published by the Government, few employers provide help for their employees to learn languages (1 in 4). When 1 in 5 firms surveyed said they had lost business because of poor language skills, it may be likely that employers may ‘take the bull by the horns’ and show initiative themselves. However, firms may argue, and rightly so, that funds may not be available to train their employees to speak languages, if the UK marketplace they trade in is so competitive and restrictive.

There are also a number of positive initiatives which are currently in operation or are planned to be in operation in the near future. These have been on varying scales, from institution level to nationwide. University College London is one such institution that is trying to buck the trend. It has introduced a language requirement, irrespective of degree subject. Students must agree to undertake a language course during their first year at University. This could then encourage them to continue the study of the particular language up to fluency. Another innovative scheme comes from the Cambridge University Engineering Department, which has introduced a language unit into its school. The unit currently offers French, German, Japanese, Spanish and Chinese. It is also developing self-taught courses in other languages such as Italian, Arabic and Swedish. A record 775 students registered this year, and over 600 students took language courses or participated in language projects in their 3rd and/or 4th years. The programme thrives but it is ‘not thanks to national education policies but through independent initiative’.

In terms of Government initiatives, the major hopes have been pinned on introducing a compulsory language in primary school from age 7 by 2011. 92 % now offer some form of language teaching, but is this really being effective? We cannot simply twiddle our thumbs until these primary schools pupils graduate to address the concerns of the nation. Criticism has already come aimed at the initiative as being a “patchwork of variable provision – sometimes enthusiasm on the part of amateurs, sometimes genuine teaching and progression”. The government have obviously thought up this scheme to try and satisfy the cynics, but they have not provided enough support to training enough teachers or advising on curriculum issues. Another thing that remains unresolved is the issue of transition from primary to secondary, and the obvious decline at secondary level and beyond. The diploma courses have also been touted as a possible redemption route by the government. Existing courses have been complimented by the Diploma in Language and Communication. Issues have also been raised about these. The diplomas are threatened with a lack of funding and there is no clear indication that the new diploma will recruit sufficiently to make any ground on the lost years of language learning since 2004.   The general consensus is one of frustration. There are so many ways which the situation could be improved but the government is not doing enough to make them a reality, or at least it does not seem to be. The UK has so many ethnic communities and a rich resource of languages. In London alone, there are 300 different languages spoken approximately, and we could make much better use of them. The way they are delivered and marketed needs to be tailored more towards learners. Lord Watson of Richmond suggested that an informal acquisition of language is much easier through television, such as German TV programmes. It is difficult for young people to acquire the skills as Pop music is in English, and films and TV programmes are in English. One film that has stood out in recent times is Quentin Tarantino’s Inglorious, which was delivered in 3 different languages. Mostly in French, with some German and some English. This has not seemed to put many people off the fact the film was very entertaining and so it must be seen as a step in the right direction.  

The debate was closed by the response from the Government Minister for Trade and Investment (Lord Davies of Abersoch).  He states that the UK attracts 340,000 international students from more than 200 countries, and that the World Bank actually rates the UK first in Europe and in the top 5 globally for ease of doing business. These figures may sound surprisingly positive; however, it does nothing to mask the fact that we are taking students and investment in, but doing little by way of return.

The fateful decision made in 2004 was done so in order to increase flexibility in the curriculum for vocational opportunities, but the Minister provides no evidence of whether this has worked. Instead he explains that the number of Primary schools teaching languages has risen nearly 50% since 2003 and that the Government are giving £32.5 million in funding to local authorities to support this delivery. The issue of transition is also glanced over; however, the Minister does say how the Key stage 3 curriculum has been revitalised to include a more flexible range of languages. 1 in 7 secondary schools in the UK currently teaches Mandarin which would not be possible without this curriculum overhaul. Figures quoted also put a positive spin on the situation of language learning at University level. The numbers enrolled on joint language degrees increased by 5% from 2007 to 2008 and the numbers for world languages increased (Japanese increased by 43%). The Minister again states that the government does not believe that ‘compulsion is the right approach’.

An £8 million ‘Routes into Languages’ programme has created a consortium of schools, colleges and universities to combine efforts to stimulate demand for language learning in secondary education and above. Some 27,000 pupils are involved in activities which has stemmed from the scheme. Another possible initiative was discussed which will help to stimulate language learning opportunities offered to employees but their employers and trade associations. The CBI and the Chamber of Commerce will be involved with major corporations to put into place a significant drive on the subject.

Studying abroad is a once in a lifetime experience. Enjoying the culture of a different university is something that every student wishes for but cannot always obtain because it is so expensive to leave home, let alone move to a completely different country. There is also the possibility of homesickness and venturing into the unknown, and both ca unhinge even the most stable of individuals. These are the reasons why many individual students are put off studying abroad. However, there is now a way in which many individuals can study at a different, often more prestigious and yet foreign university without leaving the comfort of their living rooms.Studying abroad online is becoming popular amongst online students and has steadily increased over the past five years or so. Online education gives an individual student so many more options to consider that it is simply mind-boggling to think that he or she could be at home in Colorado or new jersey and yet be studying for a degree at the University of Liverpool (John Moore) in the United Kingdom. It may seem strange but yet it is completely true.There are so many advantages to studying at a different university or college away from an individual’s home country. The first is that the range of choice as far as courses are concerned is massively expanded. For example, a course may be offered at a university in the UK that is not offered in the United States. It would be a huge financial strain to send an individual student to the UK for an education, but yet would be much more affordable if the course be completed online. This instance is especially applicable for individual specialist schools that offer unique course content and often pave the way into a certain field. In truth then, an online university or college course could actually provide a route into a specialist job role that very few others compete for and can thus infinitely enhance the career prospects of many individuals.Another reason why study abroad online can be of benefit to an individual is that he or she would then have a working knowledge of another education system and can take the best parts of the regime and practices and put them to use in everyday life, which again can help to enhance an individual’s career prospects. For example, the university system in the United Kingdom has a fundamentally different structure to US universities and it relies heavily on an end of year test as well as several 3000-word essays throughout the year. This will enhance the memory and make a student more complete in terms of educational practices. Although studying abroad is usually expensive in terms of course fees, doing a study abroad course online can really save an individual money. With no housing fees and no transport costs, the money required to complete such a course is actually halved. As a result, you would get the experience for half the price and yet probably earn more after college as a result. Some online systems will actually offer study abroad options as well as home country options and yet have them all count towards the degree credit. Although this is extremely rare, it is available at some paired institutions.Before deciding to take on a study abroad course online, make sure that you have weighed up all of the options. Getting used to a new educational system can be hard work, so make sure that you are fully aware of the pros and cons of the situation before signing up!

Article Source : http://blogatme.com/2008/08/28/brightening-horizons-studying-abroad-online/

Lviv or as russians say it Lvov, is a major city in western Ukraine, the administrative center of Lviv Oblast, and designated as its own raion (district) within that oblast. It is regarded as one of the main cultural centres of Ukraine. In 2001, it had 725,000 inhabitants, of which 88% were Ukrainians, 9% Russians and 1% Poles, with a further 200,000 commuting daily from suburbs.

The city has many industries and institutions of higher education such as the Lviv University and the Lviv Polytechnic. It has a philharmonic orchestra and The Lviv Theatre of Opera and Ballet. The historic city centre is on the UNESCO World Heritage List. Lviv celebrated its 750th anniversary in September 2006.

The public bus network is not well-developed: it has few lines. A cheap alternative are the marshrutki, small private buses which go where the city buses do not. Marshrutki have no fixed stops or timetable but are cheaper (1 hryvnia ?20US cents) and fast. The marshrutki also run on suburban lines to most nearby towns e.g. to Shehyni at the Polish border.

The city centre tramway lines were replaced with trolleybuses on 27th November 1952. Later, new lines were opened to the blocks of flats at the city outskirts. The network now runs 200 trolleybuses, mostly of the 1960s 14Tr type.

Modern Lviv remains a hub on which nine railways converge, providing local and international services. Several trains cross the nearby Polish-Ukrainian border (mostly via Przemy?l). There are good connections to Slovakia (Košice) and Hungary (Budapest). By western standards, the trains are slow but cheap. A journey to the western border with Hungary or Slovakia (several hundred kilometres) costs a few euros/dollars. Many routes have overnight trains with sleeping compartments.

Lviv’s historic churches, buildings and relics date from the 13th century. Its architecture reflects various European styles and periods. After the fires of 1527 and 1556, Lviv lost most of its gothic-style buildings, but it retains many buildings in renaissance, baroque, and classic styles. There are works by artists of the Vienna Secession, Art Nouveau, and Art Deco styles.

The buildings have many stone sculptures and carvings, particularly on large doors, hundreds of years old. The remains of old churches dot the central cityscape. Some 3-5 story buildings have hidden inner courtyards and grottos in various states of repair. Some cemeteries are of interest, for example the Lychakivskiy Cemetery. Leaving the central area, the architectural style changes radically as Soviet-era high rises dominate. In the centre, the Soviet era is reflected mainly in a few modern-style national monuments and sculptures.

The most notable of the museums and art galleries are the National Gallery, the Museum of Religion (formerly the Museum of Atheism) and the National Museum (formerly the Museum of Industry).

Lviv was an important centre for sport in Central Europe and it is regarded as the cradle of Polish football. First known official goal in a football match in Poland was scored there on July 14, 1894.

In January of 1905 first Polish ice-hockey match took place here, two years later first ski-jumping competition was organized in nearby Slawsko, in the same year first Polish basketball games were organized in Lviv’s gymnasiums.

Lviv is the hometown of the Eurovision Song Contest 2004 winner Ruslana, who has since become very popular in Europe.

Lviv has lots to offer the tourists visiting this city, amongst these are; the Old Town and the Ploshcha Rynok Market Square which is about 18,300 square metres.

The old city with its urban fabric and its architecture, makes Lviv is an outstanding example of the fusion of the architectural and artistic traditions of eastern Europe with those of Italy and Germany.

The political and commercial role of Lviv attracted to it a number of ethnic groups with different cultural and religious traditions, who established separate yet interdependent communities within the city, evidence for which is still discernible in the modern townscape.

The Black House and the Armenian Cathedral together with the Orthodox Cathedral with Korniakt Bell Tower are other sights worth visiting.

The Latin Cathedral of the Assumption of the Blessed Virgin Mary , St. George’s Cathedral of the Greek-Catholic Church and the Dominican Church of Corpus Christi are churches and monuments that offer some nice architectural styles.

The Chapel of Boim family together with Lviv High Castle hill overlooking the historical center are really giving something else to the visitor.

Union of Lublin Mound and the Lychakivskiy Cemetery should not be missed either. After World War II the city was annexed by the Soviet Union to the Ukrainian SSR and the majority of the surviving pre-war inhabitants of the city were expelled to former German areas annexed to Poland. This started a period of devastation of historical monuments located at the cemetery. Up to 1971 many of the sculptures were destroyed; the cemetery of Lwów Eagles was completely destroyed and turned into a truck depot. However, in 1975 the cemetery was declared a historical monument and the degradation ended. Since late 1980’s the cemetery has seen constant rebuilding and refurbishment and continues to be one of the principal tourist attractions of Lviv.

Restaurants and pubs together with a night life makes this place a nice place to visit for tourists in all ages.

In the UK today, industry would struggle were it not for support workers mending networks and computers, while giving advice to users on a constant basis. The world’s need for such qualified and commercially astute individuals is consistently on the grow, as everywhere we work becomes more and more dependent upon technology. Lately, do you find yourself questioning the security of your job? For most people, this isn’t an issue until something dramatic happens to shake us. However, The cold truth is that job security has gone the way of the dodo, for all but the most lucky of us. Security can now only exist through a quickly growing market, pushed forward by a lack of trained workers. It’s this shortage that creates the right environment for market-security – definitely a more pleasing situation. Taking a look at the computer business, the 2006 e-Skills investigation showed an over 26 percent shortage in trained professionals. Or, to put it differently, this means that the country can only find three qualified staff for each 4 positions available at the moment. This one idea in itself clearly demonstrates why Great Britain is in need of many more people to become part of the Information Technology market. We can’t imagine if a better time or market settings could exist for getting trained into this quickly emerging and budding sector. Potential trainees looking to start an Information Technology career normally aren’t sure which route is best, or what market to build their qualifications around. Because in the absence of any commercial background in IT, how could any of us be expected to understand what anyone doing a particular job actually does? To come through this, we need to discuss a variety of definitive areas: * Your personality can play an important role – what gets you ‘up and running’, and what are the areas that you really dislike. * Are you hoping to obtain training due to a precise reason – e.g. do you aim to work based at home (being your own boss?)?* Is your income higher on your wish list than anything else. * Looking at the many markets that the IT industry encompasses, it’s important to be able to take in what’s different.* You should also think long and hard about the level of commitment you’re going to invest in the accreditation program. In these situations, your only option to seek advice on these matters will be via a meeting with an experienced advisor who has a background in IT (and specifically it’s commercial needs.) People attracted to this sort of work often have a very practical outlook on work, and don’t always take well to classrooms, and slogging through piles of books. If this is putting you off studying, opt for more involving, interactive learning materials, where you can learn everything on-screen. Recent studies into the way we learn shows that we remember much more when we receive multi-sensorial input, and we take action to use what we’ve learned. Courses are now available on CD and DVD discs, so everything is learned directly from your own PC. Using video-streaming, you will be able to see the instructor presenting exactly how to perform the required skill, and then have a go at it yourself – in an interactive lab. Each company you’re contemplating should willingly take you through a few examples of their courseware. You should hope for instructor-led videos and a wide selection of interactive elements. Avoiding training that is delivered purely online is generally a good idea. Physical CD or DVD ROM materials are preferable where possible, so that you have access at all times – it’s not wise to be held hostage to a quality and continuous internet connection. Each programme of learning must provide a nationally accepted exam as an end-result – and not some unimportant ‘in-house’ plaque for your wall. All the major commercial players such as Microsoft, Adobe, CompTIA or Cisco each have internationally recognised proficiency programs. Major-league companies like these will make your CV stand-out.