A few days ago I read something that made me really angry. It was an article written by a parent about how the education system is letting her children down. At first I was sympathetic, and found myself nodding along with what she was saying. I agree that the education system isn’t perfect. I agree that sometimes, some children slip through the net and don’t get the help they need. But then she used the words that are guaranteed to infuriate me: “What’s the point in making them study French when they can’t even read and write English?”
It’s not the first time I’ve come across this attitude, and I’m sure it won’t be the last, but it makes me cross and it makes me sad. I’m an MFL specialist so maybe I’m biased, but I can see plenty of reasons not to withdraw children from MFL lessons – including and especially those with learning difficulties. Let me explain….
What do French, Spanish, German, Italian and Dutch have in common? That’s right…they are all languages. So is English, so already we have identified something that English and whatever foreign language the child is studying have in common!
As languages, French, Spanish, German etc use grammar – just like English. And so here is my first reason for not withdrawing a child from their MFL lessons: in MFL we talk about grammar. We use words such as noun, verb, adjective, definite article, preposition….all the words the child is being taught in their English lessons are being reinforced in their MFL lesson. If they didn’t understand it first time, here is a golden opportunity to go over it again, in a different context. In MFL lessons we talk about the fact that verbs change their endings depending on who is doing them, and compare this to English “I look, you look” but “he looks”, so again there is more reinforcement of grammar. We talk about the different tenses and when to use them, and we look at how to structure a sentence and guess what…..we compare all this to English too. We look at similes and alliteration. We practise dictionary skills. In MFL, more than in probably any other lesson, we reinforce what they are learning in their English lessons.
It’s not just grammar that MFL helps with; it’s spelling too. In MFL lessons we look at spelling patterns and we talk about which ones are similar to English and which ones are completely different. More importantly, we think about how to remember the spellings of the words, and these techniques can be transferred to their English lessons.
It’s not just their English that benefits. When we learn how to count in a different language, or how to tell the time, we’re reinforcing their maths. When we look at countries where that language is spoken we are reinforcing their geography. The children study the culture of those countries (PSHE and RE), investigate the rhythm of language (music) and perform role plays (drama).
The other important thing about language – all languages – is that they are a means of communication. It isn’t just about reading and writing. Communication also involves speaking and listening, and we do plenty of that in MFL lessons. Just because a child struggles to spell, or to hold a pencil, doesn’t mean that they can’t excel at speaking, and just because a child finds speaking and listening difficult doesn’t mean they can’t do well with reading and writing. Last year I taught Spanish to a child who had several learning disabilities including dyslexia. He found writing difficult, but he really got the concept of adjective agreement and was able to show his understanding with the way he pronounced words when speaking, and he was really proud of his achievement. I’ve taught French to Deaf children because the school believed that they should have the same opportunities as hearing children. Some of them found it difficult, but some of them did really, really well with it. What a shame it would have been for those children if they’d been pulled out of language lessons because somebody decided it would be too hard for them.
My dream is for more people to take this attitude. To stop saying “What’s the point?” and to start saying “Why not?” Because maybe, just maybe, MFL could be the one subject the child excels at.
I came across this article recently, which gives a few more reasons: Why foreign languages have a place in autism education