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Britain, and its government, must remember that only six per cent of the world’s population are native English speakers and 75 per cent speak no English at all.
The amount of online content in English is declining, from over half in 2000 to about a quarter now. Over the same period, Mandarin content has increased from 5 per cent to well over 20 per cent and rising.
The decline in language learning in UK schools can now be felt right up the chain, through universities and into the business community.
Just last week, the BBC reported that language learning is at its lowest level in UK secondary schools since the turn of the millennium, with German and French falling the most.
In 1999, 342,227 took GCSE French while last year the number was just 126,750. Languages at A-level are in freefall: the year-on-year drop last year alone was 5.4 per cent.
Secondary school pupils in the UK spend less time studying languages than anywhere else in the developed world.
Over 70 per cent of UK employers say they’re unhappy with the foreign language skills of British school leavers and graduates and are forced to recruit from overseas to meet their needs.
Smart businesses who make use of languages report 43 per cent higher export/turnovers ratios.
Pérez-Paredes, P., & Sánchez Tornel, M. (2015). A multidimensional analysis of learner language during story reconstruction in interviews. In M. Callies & S. Götz (Eds.), Learner Corpora in Language Testing and Assessment. Amsterdam: John Benjamins.
This pioneering book presents an initial analysis of the theoretical and methodological issues underlying Language MOOCs and presents empirical evidence of their potential for the development of language communicative competences. It provides a mosaic-like view of LMOOC research, not only with respect to the geographical and institutional origin of its authors, but also to the heterogeneous nature of their respective academic backgrounds, and suggests directions for future development.