Bilingualism offers 'huge advantages', claims Cambridge University head
Vice-chancellor Leszek Borysiewicz wants education system to allow children to strive to become as bilingual as they can be
Leszek Borysiewicz, vice-chancellor of Cambridge University, sees bilingualism is an important asset. Photograph: Felix Clay for the Guardian
Arriving at his Cardiff primary school aged five, the future vice-chancellor of Cambridge University had just one English phrase. Coached the previous evening by his Polish emigree parents, young Leszek Borysiewicz quickly tried out "Please can I go to the toilet?", before realising his classmates were only putting up their hands for registration.
At 63, the memory of that initial confusion remains, but so does the recollection of the dedication shown by teachers who taught the young Polish-speaker English, spending extra time after school or simply taking him for a walk and naming objects – grass, tree, stream.
Now, installed in one of the world's most influential academic posts after a career in medical research, Professor Borysiewicz is adamant that full bilingualism such as he acquired, far from being a problem, is an important asset, both for the individuals concerned and for the country where they grow up.
Conversely, he warns, the sharp decline in modern language study in the UK, especially in state schools serving disadvantaged areas, hampers efforts to widen participation in higher education among poorer students. Allowing learning languages to become the preserve of a privileged elite would be "absolutely wrong", the vice-chancellor told the Guardian.
Borysiewicz called for an end to the term "heritage languages" to describe the languages spoken alongside English by migrants to Britain and their descendants.
One in six children in English primary schools do not have English as a first language. "These are real languages: living languages that give people a huge insight into culture and give the children who can speak them additional opportunities.
Bilingualism offers 'huge advantages', claims Cambridge University head | Education | The Guardian
The teaching of languages in British schools doesn't happen until secondary school:
Are curriculum changes enough to get young people hooked on languages?
Compulsory languages at primary school level may be a positive step, but does it address the bigger picture?
Curriculum changes, a new education secretary and policy reviews all spell good things for language education. But is enough being done to join up the dots?
This academic year, primary school pupils started learning languages. A change to the curriculum now requires all schools using the national curriculum in England to teach a modern foreign language at primary key stage 2. Pupils aged seven to 11 will be learning basic French or Spanish and, in some schools, even Mandarin and Arabic.
A recent report from the British Council said that 85% of primary schools welcomed the move. “It’s a very positive step to introduce languages at key stage 2,” says Vicky Gough, schools adviser for the British Council. “But will they be able to continue the language they have chosen at secondary school?”
Gough’s comments address the bigger picture in language education: although small steps are being made, giant leaps are still a long way off.
Are curriculum changes enough to get young people hooked on languages? | Education | theguardian.com
In fact, having a second language at a really good level can really help you:
Congratulations, you've got the job – as long as you can master a new language | Education | theguardian.com
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