This blog post should have been part of last Friday’s updates on what French at Stirling has been up to over the past month or so but, somehow, slipped through the net. Our Language Coordinator, Jean-Michel DesJacques, who is also Stirling’s representative at the UCMLS, attended the launch of the action plan on Scotland’s 1+2 Language Policy a couple of weeks ago and has very kindly found the time to send us this report on the event.
“Taking place just before the Language Show in Glasgow, this was an opportunity for stakeholders across all sectors of education to share their views on the progress made regarding the 1+2 Language Policy.
If you remember, in 2011, the current government launched its 1+2 language policy and stated its commitment to “create the conditions in which every child [in Scotland] will learn two languages in addition to their own mother tongue” over the course of two parliaments or ten years (SNP Manifesto, 2011). Later, the Scottish Government recognised the role that the HE sector could play and stated that it was for the universities themselves to decide on their contribution.
In response to the above, the Scottish branch of the University Council for Modern Languages in Scotland (UCMLS), which represents the interests of university staff working in modern languages, linguistics, cultural and area studies, has committed part of its work since 2013 to supporting the Government’s efforts to implement the 1+2 language policy through a range of cross-sector initiatives, in some of which the University of Stirling is involved such as Student Ambassadors Scheme and the Language Learning, Global Teaching initiative with SCILT.
On Friday 10 March, in the beautiful surroundings of the Glasgow City Chambers, UCMLS launched its action plan after months of consultation with all sectors. It was an opportunity for all to contribute to and comment on our Action Plan proposals which we will review at yearly intervals.
After some helpful reminders from various colleagues, notably our Chair, Dr. Marion Spöring, on how we got to where we are now, we split into smaller groups for discussion. There are of course many issues still to be addressed but teacher training seemed to be at the centre of the preoccupations. I was pleased to note to my discussion group that at Stirling, provisions were in place to train and indeed produce teachers that do not simply meet any minimum requirement. Au contraire, they are part of our language section just like any other students doing a combined degree, let’s say in French and Politics or Sociology and Spanish.
I am not going to list all the recommendations that were made but in the end, it was good to see so many people dedicated to the provision of languages in Scotland, particularly in a very difficult climate. I will, however, single out one of them because I strongly believe in the relevance of languages and it is a pity that languages have been left out: To lobby for a move from STEM to MELTS. I see no reason why languages should not be included.”
Let the lobbying start here! Many thanks to Jean-Michel for taking the time to send us this post.