Modern Foreign Languages as an Inclusive Learning Opportunity: Changing Policies, Practices and Identities in the Languages Classroom

Jane Jones

Introduction

There has been a considerable change in attitude and in classroom practices regarding the teaching of modern foreign languages (MFL) to children with special educational needs, also referred to as children with learning differences and those with additional support needs (ASN). Where exclusion for many from the opportunity to embrace fully a language learning experience as part of regular school curriculum provision was widespread in previous decades, nearly all children have been included in language learning at some stage of their school career in recent times. This change has taken place in the light of policy frameworks of inclusion, especially with mainstreamed education as the status quo, and with concurrent and interlinked changes in approaches to, and views about, teaching and learning of MFL. Recent developments in MFL classrooms have proffered potential inclusive scenarios of many kinds. To explore these developments, this chapter is divided into two sections.

Section 1:

• Identifies briefly important policy changes concerning inclusive practice that provide a backdrop for such developments.

• Highlights key changes in approaches to languages teaching, learning and assessment, and the impact for children with learning differences.

Section 2:

• Proposes a language classroom collaborative learning community emphasising personalised learning that would include digital technologies, and formative assessment as a way to transform the learning experience for learners.

• Suggests redefining the language learner's identity as empowered and with agency.

In the conclusion, I discuss teacher training needs and the benefits of working in partnership, and I emphasise the need for leadership to support a whole school structure of effective provision for inclusive practices. I stress the importance of the wider goals of MFL learning for learners with special educational needs (SEN) and the need to monitor and research critically developing practice in MFL

As part of a learning conversation about issues in this chapter in order to provide concrete examples for points raised, I incorporate at all junctures the views and suggestions of three MFL teachers selected for their avowed commitment to inclusion and MFL, their insights into the need to personalise learning and for the creative strategies they have developed for personalised learning. The term 'SEN' is ubiquitous in the English context as can be seen in the verbatim comments from the teachers, and also in European Union documentation cited.

Section 1

Policies of inclusion

The 'Education for all' (EFA) agenda asserted in the 1990 Jomtien Declaration provides an important backdrop to understand the approach to inclusion in the UK. EFA aims to support all children everywhere in accessing good quality, basic education in an environment where they feel safe and welcome. The EFA inclusive philosophy has framed international and national policy approaches to education, including the Salamanca Statement on Principles, Policy and Practices in Special Needs Education (UNESCO, 1994). Within this framework, it is understood that the education of all children should take place within the mainstream where all learners with their diversity of needs, experiences and backgrounds, come together, not just within the four walls, but in the 'putting into action values based on equity, entitlement, community, participation and respect for diversity' (Booth et al., 2003: 1), thus breaking down barriers to learning and participation.

The inclusive approach to education that is dominant in mainstream schools today has its origins in the Warnock Review of Special Education (1978), the ensuing Education Act of 1981 and the fundamental changes consequent to this Act, based on the concept of integration of learners with SEN into mainstream schools and social inclusion. The changes have been reflected in subsequent policy and initiatives that have sought to promote education for all. The National Curriculum has been central to this aim in addressing broader concerns of inclusion, for the 'gifted and talented', those for whom English is an additional language and those with SEN inter alia. The revised National Curriculum (QCA, 2007), emphasised personal development and well-being, and encouraged learners to become enterprising and responsible citizens as part of the broader concerns for the development of the whole child, physically, mentally and socially. These reflect the objectives of the Common European Framework of Reference for Languages: Teaching, Learning and Assessment (CEFR) that provide a framework for all languages teachers across Europe, aiming to: 'promote mutual understanding and to learn respect for identities and cultural diversity through more effective communication' (2001: 3), and emphasising the scope of the value of MFL learning. One teacher describes the scope thus: 'MFL is an inclusive subject as it appeals to multiple skills – it is NOT exclusively about writing, speaking. It improves students' abilities to develop social skills, comprehend others, look beyond the written word in front of them.' It is a view that resonates with McColl's (2005) perspective on language learning, inclusion and citizenship.

Change in MFL teaching, learning and assessment policy and practice

The teaching and learning of MFL extends far beyond the mere act of learning language, indeed, the centrality of language learning to promote social cohesion according to the CEFR (2001) and to build citizenship is strongly expressed in the executive summary of the report entitled 'Languages for Life: A Strategy for England', which states: '... language competence and intercultural...