In 2002, the government began the development of a new voluntary recognition system as part of the National Strategy for Languages. The scheme to complement the Common European Framework is called the Languages Ladder. The aim is to form a ladder of recognition, to give people credit for their language skills from beginner level to a standard that sits alongside GCSE, A Level and NVQs. This operates in a variety of contexts including FE, HE and the workplace. It is hoped that its voluntary status will promote greater flexibility and innovation in designing and assessing new curricular models to meet the needs of learners. This will be of particular interest to those involved in remodelling language learning for 14-19 year-olds.

Source: CILT website 2004 and Modern Foreign Languages (DfES) 2004

The government plans to strengthen the role for Specialist Language Colleges (SLCs).The number of language colleges will increase from 189 (September 2003) to at least 200 in 2005. Also, new training opportunities for teaching a foreign language (including community language skills) will be developed. Sector skills councils were asked to consider how specific business sector needs can be met. Two reports are available: SEMTA 2003 and e-skills 2003 (for summaries of these reports see Sector information).

Source: CILT website 2004 and DfES 2002

CILT has developed national occupational standards in languages for work and standards for certain specialist language professions:

• the National Language Standards are the scales of competence for languages in the work setting. The standards are currently under review.
• the National Standards in Interpreting define competent performance in interpreting/ translating.
  

The provision of language teaching in schools varies greatly across the UK and is dependent on the policies of individual local education authorities (LEA) and schools.

CILT has been working with teacher training providers to try and facilitate access to Qualified Teacher Status for teachers of community languages. In CILT’s Community Languages Bulletin new courses are regularly reported and have included trainee profiles.

Also, Businesses are not investing enough in language training. The Nuffield foundation reports that policy and provision relating to in-house business language training are inconsistent.

Source: CILT 2004 and CILT website 2004

CILT states several ways of gaining the relevant combination of industrial experience and language skills such as:

• work experience during vacations
• combining languages with a non-language discipline at university
• part-time work while at university (e.g. market research interviewing)
• work experience during a gap year/semester abroad
• work-related language course in further or adult education
• teaching English as a foreign language

Source: Languages Work website 2004

For more information on modern language graduates and their future employment prospects see Sector information.

Useful resources on studying languages:

• studying languages at University
• language courses across the UK
• index to all UK degree courses
• institutions offering British Sign Language interpreter training
• information on NVQs in sign language is available on the CILT website
• institutions offering Interpreting and Translation training

Further information on NVQs is available from the awarding bodies:

City and Guilds

Edexel

LCCIEB

OCR

The European Union also provides a number of learning opportunities for students of all ages and teachers.  Languages are also a key element in the European Commission funded programme for co-operation in vocational training.