The education is England is inclusive of foreign languages such as Spanish for decades. These subjects are compulsory in primary schools. However, it is now optional for secondary schools since 2004 ( Porto, M. & Byram, M., 2015) . Therefore, the lessons begin at started at a very early age but are not mandatory later in life. There are advantages and disadvantages to this arrangement. Consequently, there is a continuous debate on whether it is compulsory for British children to learn foreign languages. Proposers of this motion have valid point on why schools must include foreign languages in the curriculum. On the other hand, critics find fault in this reasons and raise their own opinions on why foreign languages are not necessary. Exploring both perspectives is crucial to all shareholders who seek to understand what is best for pupils today. Therefore, the essay explores this critical debate in a bid to explain both perspectives and their importance today.
Advantages of Foreign Languages
Studying foreign languages is reported to improve an individual’s academic performance. For this reason, scholars encourage children to learn foreign languages in school. The process of understanding a foreign language involves using analytic skills for proper grasping, participation, good analytic skills, research skills and the courage to seek guidance where needed. This discipline and tools learned in a foreign language class are applicable in other classes such as mathematics and social studies. Thus, should a student apply them, they are likely to improve their grades and be better students. Students must develop study discipline and practice to learn a new language properly. Such positive traits become part of a student’s learning culture and motivate them to do better in their overall school work. Parents are happier to see improved performance in their children report forms.
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Additionally, learning a foreign language create cultural awareness. This term refers to added knowledge on a different community from an individual’s native society. The study of new languages allows students to get information about the native speakers of the language they are learning, how they live, how they dress and how they speak. Consequently, they are aware of the world that is different from their own. Also, they become conscious of their way of thinking and the diversity that the new community adds to the world. Cultural awareness reduces prejudice as students gain awareness of the beauty in other countries and people around the world. Acceptance and cultural awareness are crucial in the present time due to increased globalization or interdependence of nations for trade, socialization, and political factors. Their ability to relate to people who come from a different place will determine their ability to succeed in life.
Including compulsory foreign language in the school curriculum assists students to understand their native language much better. The process of absorbing aspects of a new language such a sentence constructions, words, and history involves making comparisons with one’s native language. Eventually, this approach to education leads pupils to notice features in their own language that would have remained unnoticed. Teachers often enforce traits of a new language by relating it to a student’s native tongue. This relation helps students comprehend their mother tongue even better since they become aware as to why their language patterns are as they are. Consequently, brain development improves. Scientists indicate that there are different brain parts linked to language. The more a child consumes more language skills, the better their brains develop. Improve brain development or brain capacity is an added advantage for school goers who have large amounts of information to process in their curriculum. Such aspects also improve their creativity in their schoolwork and other tasks.
Reasons why foreign language should not be compulsory
Critics counter the need for foreign languages in primary schools by suggesting that it overloads the curriculum and gives students too much work ( Bishop, D., 2014) . The primary school curriculum already includes eight subjects which are Science, Design and Technology, History, Geography, Art and Design, Music, Physical Education and Religious Education. Each subject is demanding in that students must attend classes, submit assignments and take on personal revision in preparation for their exams. In most cases, pupils will require private tutoring to keep their grades up. Adding compulsory foreign languages to an already packed schedule is very overwhelming on the student. Such young minds should find time to play and enjoy their childhood. Instead, they are burdened with extra school work and spend most time of their time going through books and assignments. Their teachers should recognize this problem and stop the compulsory teaching of foreign languages.
Also, a small percentage of students actually remember these foreign languages after they leave school. In a 2004 British survey, only one out of ten workers can speak a foreign language ( Svalberg, A.M. 2016) . One reason for this disparity is that the foreign languages are not enforced at home. Parents and guardians play a major role in determining how successful their children are in school by encouraging them and helping with revision. However, since most of them do not speak the foreign languages taught in schools they are unable to assist the young ones ( Butler, Y.G., 2014) . Tuition for foreign languages is often expensive so most guardians opt out. With time, students forget what is taught is classrooms. Therefore, even though all students going through the school curriculum learned a foreign language, few of them can include it in their resume as an added skill.
Learning foreign language is a cause of cultural erosion ( Doiz, A., Lasagabaster, D. & Sierra, J.M., 2014) . England is very rich in culture from a linguistic, political, social and historical perspective. In the past, schools did not embrace foreign languages because there was a need to emphasize the British culture. Thus, introducing foreign languages today is likely to have the opposite effect. Aspects of the latter such as pronunciation of words, a way of dressing and day to day activities are likely to influence British culture present today. Additionally, aspects of England culture are replicable by this foreign languages. Continuous enforcement and borrowing from one culture to another will see key aspects of being a British national disappear and only heard of in history books. Adding a compulsory label to the languages has cultural implications on the society especially since there are no measures to counter this effect. Students today are asked to celebrate other cultures more than their own heritage and upbringing. This approach bears negative attributes and thus schools should not force British children to learn foreign languages.
From the argument for and against learning foreign languages, it is evident that proposers focus on personal growth while opposers focus on the social implications ( McLaughlin, B., 2013) . Those who support foreign language elaborate that they help students improve their academic performance, brain development, and cultural awareness. However, they ignore the unexpected repercussions of forcing children to accept a new culture. The opposer’s arguments are based on a conservative school of thought where they hope that nothing in their society will change. However, change through interaction is inevitable. Student’s minds should be prepared for the world ahead of them and the culture mix expected in the coming years. Also, they should be prepared for the effects of cultural integration which are not always a positive. With the guidance of their teachers and parent, they should be able to confront these issues
Personally, I support the fact that British students should learn a foreign language in school. This opportunity is unique in that some countries cannot afford the resources for such extensive education for their pupils. Therefore, British pupils should take advantage of these foreign classes to add skills that will give them a competitive advantage in the job market. Doing so from an early age in primary school is the best time because the human mind is able to distinguish linguistic sound much clearer in the early ages. Therefore, it will be easier to learn. Including foreign language in the curriculum is a cost effective way to allow every individual to take up a foreign language (Holmes, 2013) . Classes focused on other languages are especially expensive in institutions of higher learning. Thus, students should accept this task in primary and secondary schools so they can get subsidized lessons and guidance from their teachers ( Jones, J. & Coffey, S., 2016) .
In conclusion, there are expected challenges to teaching foreign languages in a society. As mentioned, cultural erosion and a demanding school curriculum are some of these issues. However, this is a small price to pay for the globalization opportunities that a foreign language provides for students in their future. Also, the government, schools, and parents can curb them by educating students on the British people and their culture. All parties should unite efforts in encouraging students to learn foreign languages. Ultimately, an empowered child is beneficial to the family and community ( Fryer, L.K., Ozono, S., Carter, P., Nakao, K. & Anderson, C.J., 2014) . Introducing students to foreign languages opens their mind to the possibilities that await them in the world. Schools and guardians should not take this opportunity away. Also, students must play their role in this agenda. The negative attitude and stigma associated with foreign languages should stop if they want to successfully acquire a skill that gives them life opportunities.
References
Porto, M. and Byram, M., 2015. A curriculum for action in the community and intercultural citizenship in Higher Education. Language, Culture and Curriculum .
Svalberg, A.M., 2016. Language Awareness research: where we are now. Language Awareness .
Doiz, A., Lasagabaster, D. and Sierra, J.M., 2014. Language friction and multilingual policies in higher education: the stakeholders' view. Journal of Multilingual and Multicultural Development .
Holmes, B., 2013. Educational Policy and the Mission Schools: case studies from the British Empire . Routledge.
Jones, J. and Coffey, S., 2016. Modern foreign languages 5–11: A guide for teachers . Routledge.
Butler, Y.G., 2014. Parental factors and early English education as a foreign language: A case study in Mainland China. Research papers in education , 29 (4), pp.410-437.
McLaughlin, B., 2013. Second language acquisition in childhood: Volume 2: School-age Children . Psychology Press.
Fryer, L.K., Ozono, S., Carter, P., Nakao, K. and Anderson, C.J., 2014. Instrumental reasons for studying in compulsory English courses: I didn't come to university to study English, so why should I? Innovation in Language Learning and Teaching .
Bishop, D., 2014. Uncommon Understanding (Classic Edition): Development and disorders of language comprehension in children . Psychology Press.
