Vol/51 No/4 2012AUGUST/SEPTEMBERTheLinguist7The importance of multilingualism in businessand the lessons that could be learned toimprove UK exporters' trade in non-English-speaking markets, were the topics ofdiscussion at the meeting of the All-PartyParliamentary Group (APPG) on ModernLanguages in May. Baroness Coussins, Chairof the APPG, introduced Professor StephenHagen, Deputy Vice-Chancellor of theUniversity of Wales, Newport, who spoke onthe impact of languages on small to medium-sized enterprises (SMEs). He also discussedglobalisation and the importance ofimplementing strategies for growing globalcommunication demands, especially incountries that rely heavily on English. According to Prof Hagen: 'English iscurrently a major interface in the businesstrade, with 25 percent of the world'spopulation being familiar with it in one formor another.' However, although English stilldominates communication in global business,the multicultural nature of trade is increasing,especially due to the strength of emergingmarkets. As a result, English is beginning tobe used less. This is particularly evident onthe internet. While internet usage increasedby 40 percent in the USA in 2006, there was a200 percent increase in Brazil, 300 percent inIndia and more than 500 percent in China. The APPG noted that half of the world'spopulation now speaks one or more of 12languages, including Hindi, Spanish, Russian,Mandarin and Japanese. While this maycome as a relief to some internationalorganisations, Prof Hagen warned: 'English isa double-edged sword because theavailability of skilled linguists within the UKable to cope with the demand continues todecline.' This is putting the UK at adisadvantage compared to countries withexpansive multilingual workforces, he added. This decline is evident in the number ofdegree programmes offered in the sixprincipal languages, which has fallen by 46 percent since 2003, and the decreasinguptake at A-level. Even so, London is themost multilingual city in the world. ProfHagen noted: 'There has been a major drivefor multilingualism within the workplace,which had been observed in regards toapproaches to training and recruitment.' Proactive organisations, or 'enablers', asnamed by the British Chambers of Commercelanguage survey, consciously select markets toconduct business with, and adapt theirproducts, services and literature to meet theneeds of these markets. As a result, they focuson ensuring that staff have foreign languageskills. Exports from organisations within thisgroup were increasing by around ?360,000 ayear. In contrast, exporters known as'opportunists' -a reactive market segmentthat places the least value on language skills -saw an average decline of ?75,000 a year. Prof Hagen added that in England andWales at least a quarter of export companiesregularly lost business due to language orcultural deficiencies. One estimate suggestedalack of language skills cost the UK up to1.2 percent of GDP or £7.3 billion a year.The 2006 'ELAN: Effects on the EuropeanEconomy of Shortages of Foreign LanguageSkills in Enterprise' study showed that 'one inten SMEs had lost contracts due to a lack ofskills in foreign languages or expertise; 37 ofwhich valued the loss of business to equateto between ?8-13.5 million.' Among a range of communications andlanguage management strategies, ProfHagen discussed the employment of staffwith existing language skills and nationalpersonnel; a language management strategyincluding the planned adoption of a range oftechniques to facilitate effectivecommunication with clients and suppliersabroad; the use of professional translators;and the implementation of a multilingualand localised website.He added that companies placing animportance on the use of languages inbusiness, and an awareness of the culturaland religious differences in the marketswhere they conduct business, demonstrateto their clients their long-term commitmentto conducting business with them. 'If youdon't really understand the cultural aspectsof a country, you can't really understand thecountry - this means it is more than just ahandshake,' he said. Prof Hagen concluded that ensuring thatstaff have appropriate language skills and anunderstanding of each market's culture willincrease the flow of market intelligence andprovide better opportunities for customerfeedback and analysis, ultimately improvingbusiness and revenue. He commented thatwhile 'cultural awareness is more nebulous,intercultural competence is vital for asuccessful business'.Toattend the next APPG meeting, pleasecontact & EDITORIALClaire Pendleton on the recent activities of the All-Party Parliamentary Group on Modern LanguagesInside parliamentClaire Pendleton is ContentManager, CfBT Education Trust.TLPARLIAMENTARYCOPYRIGHTIMAGESAREREPRODUCEDWITHTHEPERMISSIONOFPARLIAMENT

8 TheLinguistAUGUST/SEPTEMBERwww.iol.org.ukSPEAK TO THE FUTUREconsiderable cognitive benefits for languagelearning across the whole of KS2 (from age 7). We welcome the plans to make languagesa requirement of the primary curriculumthroughout KS2, starting in 2014. Indeed webelieve that the government should lowerthe age of beginning to learn a language to5, as suggested by Michael Gove in aninterview on the eve of the 2011Conservative Party Conference, and expectthat many schools will take this approach.In spite of the hiatus, a strong, trainedworkforce is in place. Up to 2011, when theprogramme was abandoned, approximately6,000 teachers were trained as primaryspecialists in specially developed initialteacher training programmes.5Theseteachers, who are still in our schools, candeliver lessons to their own and other classesfrom the earliest stages, monitor progressacross the school, and provide professionaldevelopment for their generalist colleagues. Initially, the shortage of well qualifiedteachers with appropriate subject knowledgeand pedagogic skill to teach young learnerseffectively presented a significant challengefor head teachers, governors and parents.However, good progress was made and, ashigh-quality language and methodologyprogrammes were developed, head teachersenabled staff who lacked the confidenceand/or competence to teach a language, toattend a range of training sessions aimed atall ability levels. Funding from agencies suchas the British Council allowed staff to visitcountries where the foreign language isspoken to enhance their linguistic skills andprovide a rich cultural competence. In the last decade, many countries aroundthe world have lowered the age at whichlanguage learning begins. The Eurydice 'KeyPrimary teachers were developing theirexpertise, enjoying learning languagesthemselves, and becoming more confident.Head teachers were committing tolanguages and, in addition to their intrinsicvalue, they began to see them as broadeningand enriching the wider curriculum. They alsoperceived languages as making a substantialcontribution to children's personal, social and(English) literacy development.3Finally,provision was becoming sustainable.The Expert Panel that recently reviewedthe National Curriculum had recognised the'importance of modern foreign languages' andrecommended that language learning shouldbe part of the new curriculum in Upper KeyStage 2 (from age 9). STF published aresponse4to the Expert Panel's report, puttingforward a range of arguments, includingOn 10 June, the Government announcedreforms to make languages compulsory fromthe age of 7. The Speak to the future (STF)campaign believes a focus on early languagelearning will bring about a step change in thelanguage competency of the country andwelcomes the Government's plans. Whileconsiderable challenges lie ahead, there arefirm foundations, laid over the last eightyears, on which to build.'Everyone knows that with languages theearlier you start, the easier they are.' This, in aspeech given to the University of Oxford byTony Blair, soon after he became PrimeMinister, signalled the development oflanguages in primary schools. Thepublication of the National LanguagesStrategy in December 2002 started to makelanguage learning in primary schools a reality,and those schools already teachinglanguages reported that 'pupils who startlanguage learning earlier are generally morereceptive to learning languages and moremotivated. Early language learning canreinforce literacy skills and nurture enthusiasmthat is carried on into secondary school.'1How disappointed were those working tomake this a reality when the proposed newprimary curriculum, which would have madelanguages statutory, was thrown out as thecoalition government took office in May 2010.The apparent end of central Governmentbacking for primary languages also meantthe end of local, tailored support, as the 150or so local authority posts were axed and thearmy of consultants disappeared. There had been great enthusiasm for theinitiative, which was hugely successful:92 percent of primary schools offered at leastone language at Key Stage 2 (KS2; ages 7-11)and 69 percent offered languages to all fourKS2 year groups.2In 2011, Ofsted judged theoverall effectiveness of primary languages tobe 'good' or better in two thirds of schools. Nikki Perryon the challenges ofintroducinglanguage learning into primary schools Making an early startRegular updates on the campaign for languagesThe UK and Slovakiawere the only countriesthat did not introducecompulsory languagesin primary schoolGAME CHANGER: Michael Gove joins aFrench lesson at Ashlands Primary School