EmergenceoftheStrategyforEngland1990sConcerninthefield(languageassociations,businessetc)2oooNuffieldEnquiry(independent)report2001-2002LanguagesNationalSteering Group:Teachers(primary,secondary,furthereducation)andTeacherTrainersInspectorsandAdvisersLocalauthoritiesUniversitiesProfessionalAssociationsBusinessand EmployersMinistries(DfESForeignOffice,TradeandIndustry)Publicbodies(CiLT,BritishCouncil,Qualificationsand CurriculumAuthority:TeacherTrainingAgency2oo2PublicConsultationonproposals18December2oo2PublicationoftheStrategyforEnglandLanguagesforallLanguagesforLife
Emergence of the Strategy for England • 1990s Concern in the field (language associations, business etc) • 2000 Nuffield Enquiry (independent) report • 2001-2002 Languages National Steering Group: • Teachers (primary, secondary, further education) and Teacher Trainers • Inspectors and Advisers • Local authorities • Universities • Professional Associations • Business and Employers • Ministries (DfES, Foreign Office, Trade and Industry) • Public bodies (CILT, British Council, Qualifications and Curriculum Authority; Teacher Training Agency) • 2002 Public Consultation on proposals • 18 December 2002 Publication of the Strategy for England ‘Languages for all; Languages for Life’
Languages forAll:Languages for Life:AStrategyforEnglandLanguagesforAll:Languages forLifeAStrategyforEngland
Languages for All: Languages for Life: A Strategy for England
Thegovernment's view“For too long we have failed to value language skills orrecognisethe contributiontheymaketo society,to theeconomyand to raising standards in schools.This hasledtoa cycleof national underperformance inlanguages,a shortageof teachers,lowtake-up oflanguages beyond schooling and a workforceunableto meetthe demandsof a globalised economy
The government’s view ‘For too long we have failed to value language skills or recognise the contribution they make to society, to the economy and to raising standards in schools. This has led to a cycle of national underperformance in languages, a shortage of teachers, low take-up of languages beyond schooling and a workforce unable to meet the demands of a globalised economy’
ForewordtoNLSChanging the country's attitude to teaching andlearning languages will demand a huge culturalchange.It will rely on action from governmentschools,local education authorities,collegesuniversities,employers,parentsandlearnersPartnership is the key to making this strategy areality
Foreword to NLS ‘Changing the country's attitude to teaching and learning languages will demand a huge cultural change. It will rely on action from government, schools, local education authorities, colleges, universities, employers, parents and learners. Partnership is the key to making this strategy a reality.’