Children’s attitudes towards learning languages and their willingness to see themselves as ‘multilingual’ are influenced far more by the views of their parents than by their teachers or friends, according to this research from the University of Cambridge.
The finding implies that parents may have an important part to play in reversing the national decline in language-learning. The authors of the study, which was led by researchers at the University of Cambridge, say that efforts to increase uptake in these subjects would benefit from involving families, as well as schools.
Entry rates for modern languages have declined steadily, at both GCSE and A-Level, since the early 2000s. GCSE entry data, for example, show that the combined total number of pupils taking French, German, Spanish and other Modern Languages last year was almost half that of 2001.
The new study surveyed more than 1,300 Year 8 students, aged 12-13, to understand what makes them self-identify as ‘multilingual’: as capable learners and users of other languages. The responses revealed that their parents’ beliefs about languages had almost twice as much influence as the opinions of their teachers, and were also significantly more influential than the views of their peers.
Specifically, parental attitudes help students who are still forming a view about languages work out whether these subjects matter personally to them. In general, the study shows that they are more likely to consider themselves ‘multilingual’ if they identify with languages at this personal level and see them as relevant to their own lives. Simply learning languages at school and being told that they are useful appears to make less difference.