1. 1+2 Survey Results 1+2: Looking Back & Moving Forward
University of Dundee
9 September 2016

2. Survey Questions From your perspective……
What is working well with 1+2? (open response)
What are the three most important issues still to be addressed for successful implementation of 1+2? (multiple choice ranking)
What type of action research should be conducted to support the implementation of 1+2? (multiple choice)
Additional comments (open response)
University Council of Modern Languages Scotland
09/09/2016

3. Respondent Profile (n=221)
There are 197 responses from 26 local authorities and 3 from independent sector. 29 responses are from promoted posts at local authority level, such as 1+2 Development Officer or Quality Improvement Officers.
There are 21 responses from non-school (FE, HE, other e.g. cultural organisations)
University Council of Modern Languages Scotland
09/09/2016

4. Respondent Profiles by Regional Hub (n=197)
The above graph excludes responses from independent schools (3) and non-school sectors (21).
Responses from North and East Hubs include greater % of responses from the primary school sector.
Responses from the West have the largest % of responses from secondary school and local authority.
University Council of Modern Languages Scotland
09/09/2016

5. 1+2: Positives Views from primary school sector
Children are enjoying their language learning experience
There is a lot of support in terms of both training opportunities and the availability of resources
There is a lot of cluster working
Implementation in P1-P3 has progressed well
Children are enjoying their language learning experience
Staff are motivated and their confidence is growing
There is welcome support at local authority level
There are lots of teaching resources
There is collaborative planning
Primary teachers
Primary Senior Managers
University Council of Modern Languages Scotland
09/09/2016

6. 1+2: Positives Views from secondary school sector
The profile of languages has been raised
There is some primary- secondary liaison
There is now greater language diversity in primary schools
Primary pupils are enjoying their language learning experience
(1+2 implementation has not started yet)
Cluster primaries are working for some schools
There are now better links to the associated primary schools
There is good partnership working
Staff are enthusiastic
The resources are engaging
Secondary Teachers
Secondary Senior Managers
University Council of Modern Languages Scotland
09/09/2016

7. 1+2 Positives: Views from LA promoted posts
Strong indication of broad enthusiasm on the part of pupils and primary teachers for language learning activities
Good models of implementation
Evidence of innovative practice
Perception that the policy has reinvigorated the debate around the importance of language and intercultural skills
Belief that cross-sector collaboration can benefit schools and universities alike
There were 26 responses from across 16 LAs
University Council of Modern Languages Scotland
09/09/2016

8. 1+2: Positives Views from tertiary sector/other
Cross-sector collaboration has benefitted both schools and universities
1+2 has reinvigorated the debate around the importance of language and intercultural skills
Funding for 1+2 has had visible impact on language provision although much more needs to be done
University Council of Modern Languages Scotland
09/09/2016

9. 1+2: What are the top 3 challenges?
In your view, what are the three most important issues that still need to be addressed to ensure successful implementation of the 1+2 language policy? (multiple choice - ranking)
improve language competence of current teachers in primary school
create better transition arrangements for languages between primary and secondary school
hold more promotional events in schools highlighting the value and benefits of language learning
ITE (primary) students need to reach B1 (Higher) level of proficiency by the end of their programme of study
need for further training and on-going support
produce clearer information on how to implement 1+2 in classes with significant proportion of EAL learners
produce clearer guidelines on workable implementation models for L3
Other (please specify)
Issues have been ordered by ranking from primary school sector
University Council of Modern Languages Scotland
09/09/2016

10. Top Challenge to 1+2 implementation: All Responses
University Council of Modern Languages Scotland
09/09/2016

11. Challenge 2 to 1+2 implementation: All Responses
University Council of Modern Languages Scotland
09/09/2016

12. Challenge 3 to 1+2 implementation: All Responses
University Council of Modern Languages Scotland
09/09/2016

13. 1+2: Additional Challenges Views from primary teachers
Concerns about
workload pressure
fitting languages into a busy curriculum
lack of support from senior managers
lack of supply staff / staffing
lack of consistency
University Council of Modern Languages Scotland
09/09/2016

14. 1+2: Additional Challenges Views from senior managers (primary)
Concern about
implementation in the upper primary school
workload / pressure on teachers, e.g. having to learn two additional languages
lack of flexibility (e.g. what if school offers French and German but teacher speaks Spanish)
multi-composite classes
competing priorities (e.g. cannot spend all staff development budget on language training)
University Council of Modern Languages Scotland
09/09/2016

15. 1+2: Additional Challenges Views from secondary teachers
Concerns about
insufficient resources
timetabling
decline of languages/less ML diversity
disregard of lessons learnt from MLPS
introducing L3 before L2 issues have been sorted
primary language pedagogy
University Council of Modern Languages Scotland
09/09/2016

16. 1+2: Additional Challenges Views from senior managers (secondary)
Concerns about
timetabling of modern languages
continued need for staff upskilling
how to integrate L3 into BGE
need for coherent pathways from primary to secondary
University Council of Modern Languages Scotland
09/09/2016

17. 1+2: Additional Challenges Views from LA promoted posts
Concern that
Government focus might shift away from languages onto new priorities (e.g. the attainment gap)
Excessive burden on local authorities
There is no clear strategy – implementation will remain an uphill struggle
There is no emphasis on Gaelic
Secondaries are not taking account of what is happening in primary schools
There is insufficient support from senior management
L3 is being implemented before L2 has embedded
University Council of Modern Languages Scotland
09/09/2016

18. 1+2: Additional Challenges Views from tertiary sector / others
Concern that
there is insufficient focus on the training of future primary teachers to implement 1+2
student ambassadors have insufficient pedagogical knowledge to support primary class teachers effectively
the promotion of Mandarin may have negative impact on attitudes to European languages
classical languages are not included in 1+2
University Council of Modern Languages Scotland
09/09/2016

19. Action Research to support 1+2
In your view, what type of action research should be conducted to support the implementation of Scotland's 1+2 language policy? (multiple choice)
Language learning and teaching pedagogy
Transition from primary to secondary sector
Teaching in multilingual classrooms
Transition from secondary to tertiary sector
Other (please specify)
Survey participants were asked to tick any or all topics that they felt were relevant from their point of view. They were also able to add further topics.
University Council of Modern Languages Scotland
09/09/2016

20. Action research for 1+2: all responses
The percentages add up to more than 100% since respondents were able to tick as many areas as they wished
University Council of Modern Languages Scotland
09/09/2016

21. Additional Research Topics Views from schools/local authorities
Teacher competency
Monitor number of teachers exiting teacher training with language competency
Multi-composite classes
Impact of input by parents/community language experts Impact of ITE on 1+2
Raising attainment & language learning in the Scottish context
Better inclusion of languages in teacher training to prepare student teachers for the expansion to their role
University Council of Modern Languages Scotland
09/09/2016

22. Additional Research Topics Views from tertiary sector/other
CLIL
multi-composite class teaching
Progression to upper primary school
How to effect culture shifts in attitudes to language and language learning
Role and importance of structural stakeholders (Gvt/LAs/SM) in supporting or preventing implementation of 1+2
Two major language-related research programmes: Translating Cultures and OWRI
3 minute research presentations (Vitae)
University Council of Modern Languages Scotland
09/09/2016

23. Conclusions and Observations
There is broad support for 1+2, and some local authorities have made good progress towards full implementation
There is a need for a greater focus on sustainable and sustained language training provision for current and future primary teachers
In order to truly embed 1+2 greater consideration needs to be given to language provision in secondary school and beyond
1+2 policy implementation is now at a critical stage so the delayed funding announcement for is likely to seriously jeopardise both past achievements and future progress
University Council of Modern Languages Scotland
09/09/2016

24. Discussion Questions
How might models of language training for current and future primary staff be sustained or improved through cross-sector collaboration?
Taking into account funding restrictions which cross-sector initiatives should be continued, amended or introduced in , and why?
What kind of cross-sector initiatives might support better transition across sectors (primary- secondary-tertiary)?
How can we increase awareness in all sectors about the vocational relevance of language (and intercultural) skills?
University Council of Modern Languages Scotland
09/09/2016