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RAOUL
– outcomes of the research period October 2005 to January 2006
What have we discovered so far? How might this
information be developed into a motivational tool?
Motivations
for language learning
- Political
Support
Where
there is positive support from national, regional and local
governments for the development of linguistic competence, more
people engage with learning and learn languages that will improve
economic and/or social performance. Engagement with European
initiatives to drive up language learning is less likely than with
national, regional or local imperatives.
Action:
the motivational tool will include information about the
multilingual policies of the EU and references to agencies and
authorities that support language learning in partner countries
Mobility
When
people are informed and aware of the opportunities open to them in
work places and for travel abroad they are more likely to make an
individual choice to study language. The language studied is most
likely to be English and/or the major language of the destination
country. European citizens do not just aspire to live and travel
within Europe. Migrant communities within Europe more acutely
perceive the case for language competence in the context of
mobility. They are more likely to include the use of another
language as part of a skills set for work.
Action:
the motivational tool should include case studies that illustrate
how companies in partner countries use other languages. The case
studies should include a range of other languages that are used
not just English
English
The greatest numbers of people (even in the UK) consider learning
and using English the most desirable attribute for work. There is
a lack of awareness among individuals of the range of other
languages that might be useful in work places. The perception is
that English will be directly of use and that it will also be the
common language of European colleagues working together. American
English is viewed as important in dealing with colleagues in
multi-national and American owned companies. Language teachers and
other project partners recognise that English is not the only
possibility.
Action:
the motivational tool could include a description of the use of
English in European companies but should also list the other major
languages that are used for business including those languages
from outside the EU
Influence
The
case for linguistic competence for work has been insufficiently
made for it to become a prime motivational factor for individuals.
They are more likely to choose to learn another language because
they “feel” that it is the right language to learn. Setting
aside the learning of English, the choices that individuals make
are influenced by personal and social matters (holidays; family
etc.); historical or traditional language learning patterns (French
as a second language in the UK and Germany, for example) or a
change in culture that dictates a rejection of previous practice
(the decline of Russian learning in Hungary and the take up of
English and German instead). The influence of close neighbours
works both ways. It can dictate the language policy of a region
(in South West Germany French is the second language learned since
France is the nearest neighbour) or, as a result of changing
ideologies, it can drive language learning policies away from what,
geographically, may make the most sense (Hungary).
Action:
the motivational tool will need to make it clear that the ability
to use another language is not just a social skill. Some case
studies from individuals who have benefited from being able to
speak another language at work could serve as illustration
- Individuals
Different
individuals and groups of people are inspired by different factors.
This means that there is not likely to be one set of motivational
actions that can be taken. So alternative approaches will need to
be developed for:
Men
In
some partner countries take up of language learning
is greater amongst women than men. What is it that will persuade
more men that language competence is an important tool? Why, in
some countries, do both men and women learn in equal measure?
Action:
Further research in year two into what inspires men to learn
language
Migrant
communities Migrants
are much more aware of the impact of linguistic competence on
daily life including work. The direct links between the ability to
use other languages and financial gain can be illustrated through
the experience of migrants living and working in the EU. The
motivation for these communities to learn other languages will
more likely focus on underpinning knowledge and understanding of
the languages of the EU, their inter-relationships and
applications.
Action:
case studies from migrant communities to be included in the tool
Age
Different
age groups have different attitudes and experiences of language
learning and use. Middle aged and older people in Hungary, for
example, resist the idea of language learning as a useful and
pleasurable activity. Younger people, in general, have had more
exposure to other language use through the media, technology,
music and travel and are more likely to have positive attitudes to
learning.
English
native speakers The
overwhelming use of English is the cause of considerable apathy
among native speakers to learn to communicate in any other way.
The case that “English is not enough” must be better made with
individuals than at present. It is too easy still for English
native speakers to adopt the stereotypical response: “they all
speak English”. Progress on improving the linguistic competence
of English speakers in work will only be made after impelling
evidence that it is a vital skill.
Action:
we could undertake some specific research into these groups and
the factors that might motivate them in year two. We also need to
decide if there are any other groups that require special
consideration in terms of motivations.
- Content
and methodology
What
is taught and the way in which teaching is delivered impact on the
motivation of individuals to join in with learning and to pursue
their studies.
Content
Logically, most learners and potential learners identified that
they would be more likely to join a course if the content was
directly relevant to their individual learning needs. It is an
indictment of current teaching practice that this seems to be
rarely the case. Language teaching is formulaic and can be
inflexible. The individual is left with the task of making what
has been learned fit for his or her own purpose.
Action:
the motivational tool should include the different ways that other
languages can be learned. Advice for potential learners about how
to describe what and how they would like to learn should also be
included.
Cost
Although cost and travel distance
were an issue for some learners many indicated that language
learning is something for which they are prepared to both travel
and pay. However, in seeking to dramatically increase the uptake
of learning, it is likely that travel and cost will become more
significant the more people we engage in the learning process.
What is important to note in this context is the reluctance of
companies and employers to invest in training for staff. For the
most part it is the individual who must foot the bill for his or
her language learning even if it is undertaken for the benefit of
the employer. Other language use, it seems, is a skill that is
expected of employees but not one that they might acquire within
the context of their work.
Action:
we will need to make clear in the tool that learning to use
another language is likely to be the responsibility of the
individual. Here we need also to collect together information
about which kinds of jobs, in particular, demand the ability to
use another language and to describe which languages and for what
purpose.
Flexibility
Along with relevance, many learners are seeking learning that fits
in with their life style. Short intensive courses may work for
some, family learning, e-learning, longer study periods, formal
teaching, discussion groups; learners expressed a range of options
that could help them to start and to keep on learning.
Qualification
For those learning for employment, or future employment, it is
critical that certification should be the outcome of learning a
language. A qualification that is recognised and accepted as part
of a tally for entry to further or university education or that
will work for employment purposes is an important consideration.
It is important to acknowledge, and so to emphasise in any
motivational tool, that the achievement of a certificate is not
the best indication of linguistic competence. What is important to
all learners is to know that they are progressing. Self assessment,
peer assessment and teacher assessment techniques must be part of
the learning process.
Action:
a list of the most widely recognised certificates of language
learning could be included with advice about what kind of
certificate learners should look for.
Methodology:
Some
methods may appeal more to certain target groups than others.
E-learning may engage the younger learner; some migrant
communities expressed an interest in family learning; immersion
training works well for those who want to move from functional
competence to real understanding. Learners need to reach a stage
of being independent in their use of another language. They all
need, whatever their level, to have skills that help them to study
on their own and to be able to use the language confidently.
Action:
the tool can include some tips about how to be a good language
learner. It also needs to describe different ways of learning
language so that new learners can judge which method is likely to
suit them best.
What
else did we discover?
The
languages that appear to be the most in demand for work are as
follows:
Germany:
- English
- French
(because of location)/Spanish
Italy:
- English
- French
(traditionally)/German
Hungary:
- English
- German
Turkey
- English
- German
UK:
- English
- French
Action:
we need to double check that these really are the languages that
are of most use in work places
Most
countries acknowledge that Mandarin Chinese and, maybe Arabic,
could be languages that should be considered for work place use.
No specific action seems to have been taken as yet to drive up
demand for learning. There seems to be some uncertainty about
whether proficiency in these languages will be a necessary skill.
There is also a lack of awareness about what kind of content might
be useful (which industries? Which functions?) The fact that these
languages are perceived as “difficult” presents additional
difficulties in motivating individuals to learn.
Action:
further research into new trading languages in year two to try to
determine whether a strong case should be made for them in the
motivational tool
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