The aims of language learning within the Curriculum for Excellence are broad, encompassing a desire that learners develop:
- awareness of the skills required to be an effective learner of languages
- knowledge about language structures that allows the learner to check the accuracy of their language use and to create new language
- awareness of social, cultural and geographical aspects of the countries where a particular language is spoken
- the ability to communicate in relevant and realistic contexts
(CfE Principles and Practice, p.3)
The four aims that underpin language learning throughout primary and secondary schools are thus that learners (i) develop a metacognitive understanding of the skills and processes involved in language learning, (ii) develop a knowledge of language structures, (iii) develop their intercultural understanding, and (iv) can communicate confidently in their L2 within and beyond the school. The Language Learning TILE explores the first two aims relating to second language development. This TILE explores the second two aims relating to the importance of culture to language learning and the importance of learners having a range of relevant and engaging contexts in which to use their language. The research summary below focuses on the importance of culture to language learning, with research relating to creating relevant and engaging contexts for learning (e.g. interdisciplinary learning, outdoor learning, digital learning and employability) integrated within these sections.
Culture and second language development
Researchers underline both the centrality of culture to language learning, and the need for this to be explicitly taught (Byram et al., 2003; Hinkel 2012). Professor Tony Liddicoat, an expert in the development of intercultural competence through school-based language education, notes:
‘Cultural knowledge is not something that learners can just pick up … if learners are going to develop their cultural knowledge about the target language group, they need to be helped to notice when their culture differs from that of others.’ (2008, p.278)
The Curriculum for Excellence Modern Languages Es and Os reflect this, as they encourage us to explore aspects of life and culture in a country where the target language is spoken and to support learners to compare these with life and culture in Scotland. Progression is demonstrated both by greater nuance in such cultural understandings and by increased learner ability to develop these in the target language (MLAN 1-09a – 4-09a) – thus gradually creating the context for interdisciplinary learning.
The intended outcome of such engagement with other cultures as part of language learning is that learners develop intercultural understanding and ‘a much richer understanding of their roles as global citizens’ (Curriculum for Excellence, Modern Languages Principles and Practice, 2012, p.2). Research shows such intercultural understandings to emerge from a dialogue between cultures, where learners are supported to ‘move beyond’ cultural stereotypes and to understand the plurality of cultural experiences across the globe (Liddicoat 2008; Hinkel 2012, Doyé 2004). But what does this look like in practice? Hinkel (2012, p. 883) argues that in order for cultural teaching to be meaningful, it needs to ‘move beyond … folklore, festivals, facts and foods’, some of which can inadvertently act to perpetuate surface and stereotypical understandings of culture. Doyé (2004, p.65) notes:
‘teachers … must therefore try, on the one hand, to exploit the explanatory potential of stereotypes and, on the other hand, to show their learners the inadequacy of stereotypes for deeper understanding.’
Effective planning for intercultural learning thus involves the creation of learning contexts in which learners can critically engage with surface-level characterisations of culture, and in which they can be supported to move beyond these towards mutual understanding and respect for different cultural practices and worldviews.
Scotland’s success in this area is underlined by the results of a recent PISA (Programme for International Student Assessment) study, in which Scottish learners (aged 15-16) performed very well on tests of ‘global competence’, defined by the OECD (2020, p. 5) as ‘the acquisition of in-depth knowledge and understanding of global and intercultural issues, the ability to learn from and live with people from diverse backgrounds, and the attitudes and values necessary to interact respectfully with others.’ Scottish learners also performed above the international average on tests of awareness of global issues, positive attitudes towards immigrants, students’ ability to understand and appreciate the perspectives of others and students’ actions for sustainability and collective well-being (OECD 2020). The PISA study data is based on data from 600,000 students from 79 countries. The focus within language learning on intercultural understanding and global citizenship may contribute to the development of such strong Scottish learner performance in the PISA study.
