Opinion Articles

Linguists and stakeholders comment on current issues relating to language and linguistics research.


Decline by Design? The proposed new MFL GCSE for England

In this article, Oliver Hopwood, London-based languages teacher and Chair of the Independent Schools Modern Languages Association, supports moves to revamp MFL at GCSE. He calls on colleagues to engage in a long overdue conversation about how to develop a more engaging curriculum connecting language and culture.

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When Learners Become Linguists: Content – Culture – Community.  A Response to the GCSE MFL Content Review

In this article, Charlotte Ryland, Director of the Translation Exchange at the University of Oxford, considers the value of creative translation in the context of the proposed changes to GCSE MFL qualifications in England. She proposes that the creative translation approach and engagement with a community of linguists can have positive consequences for pupil motivation.

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Global Britain and the Question of Communication

The article begins by considering the potential meanings of the phrase ‘Global Britain’ and considers the importance of communication within any international strategy. In this context, it foregrounds the necessity of joined-up thinking concerning the teaching of modern foreign languages. It looks at the implications of the proposed reforms to the subject content of GCSEs and argues that the formal consideration of culture needs to form part of the way in which the qualification is taught and assessed.

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The proposed changes to GCSE MFL qualifications in England: the perspective of school leaders

In this article, Suzanne O’Farrell MFL Consultant for ASCL considers the proposed changes to the GCSE MFL qualifications in England from the perspective of school leaders. The article examines the background context, their implications and unintended consequences for schools, teachers and pupils.

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The proposed changes to GCSE in Modern Languages: a teacher’s view

In this article, Vincent Everett, Head of Languages at Northgate High School and Dereham Sixth Form College, shares his reflections on the proposed changes to the GCSE MFL qualifications in England. He welcomes the emphasis on phonics but raises questions about the set vocabulary lists and is concerned about how these proposals will function in classrooms, and the impact on language learners.

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Comparing languages: thoughts on the new GCSE MFL specifications

In this article, Richard Hudson, Emeritus Professor of Linguistics at University College London and Fellow of the British Academy, discusses the proposed changes to the GCSE MfL qualifications in England. He argues that grammatical and phonetic comparison can demystify difficult patterns and enhance learning and hopefully renew learner and teacher interest in the structure of languages in the language classroom.

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The DfE/Ofqual consultation on revised GCSE qualifications in Modern Foreign Languages – a view from linguistics

In this article, colleagues from the Linguistics in Modern Foreign Languages Project consider the proposed changes to the GCSE MFL qualifications in England from the perspective of linguistics.  They identify several areas where engagement with key aspects of knowledge from the field of linguistics may be useful in taking forward current proposals and in avoiding unintended consequences. 

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Censoring multilingualism? Language questions in the 2021 Census

In this article, Mark Sebba, Reader Emeritus of Linguistics and English Language at Lancaster University, and Wendy Ayres-Bennett, Professor of French Philology and Linguistics at the University of Cambridge, reflect on the inclusion of language questions in the 2021 Census in England. They discuss the shortcomings of the current approach and argue that new and better questions are needed to capture the true extent of England’s multilingualism.

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