Author Description

Five British colleges and one adult education center specializing in language work took part in a project to identify issues, developments, and interesting practices in teaching, learning, and accreditation of languages in further education. A feasibility study revealed key issues that served as a focus for the project. All colleges felt that providing a vocational focus for language learning was essential, but that flexible and relevant learning materials and resources were needed. All colleges were enthusiastic about the value of links in other European countries in enabling students to extend their experiences of the language they were studying. The issue of progression in language studies after age 16 remained important. Colleges generally agreed that languages should be included as a core skill, were well placed to meet the developing needs of industries seeking to extend commercial activity in the European Community, and offered a language component in most vocational sectors traditionally associated with the further education sector. Validation of language courses was seen as a crucial influence on student motivation. Healthy levels of staff development were found in all colleges. The organization and management of languages provision merited investigation. Recent national developments in languages were introduction of a Modern Foreign Language as a National Curriculum Foundation Subject, formation of the Languages Lead Body, and inclusion of languages in some General National Vocational Qualifications. (YLB)