Modern language teaching in England suffers from a number of public misconceptions: the British are âno good at languagesâ, teachers are failing at language teaching and uptake at Key Stage 4 is in terminal decline. This article takes the debate away from these myths with a plea to move beyond the cultural stereotyping of languages teaching. Considering the recent history of language teaching and the current issues, the White Paper that led to the curriculum review is examined as an opportunity to create innovative solutions to the current debates. It argues that the subject needs fewer polarisations and more vision about what a languages education from 5 to at least 16 could bring in terms of developing the linguists we need for the future. This is done through considering the issues for Key Stages 3 and 4, the curriculum content of languages at these stages, the reform of teacher training, and keeping up with other European countries. The article concludes that languages teachers should be encouraged to engage in the debate and become confident in the teaching of their subject through working together, with supporting agencies, on their own subject priorities.View full textDownload full textKeywordsEnglish baccalaureate, language teaching, modern foreign languages, professional development, teacher trainingRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/09585176.2011.574967
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