A FORMER Bishop of London, Lord Chartres, spoke out last week on the importance of language lessons. His contribution to the “Schools and Universities: Language Learning” debate in the House of Lords touched upon “that aspiration for a clearer focus on the provision of languages in primary schools”.
This was “not only European languages”, he said, because of “the vital importance of the very large numbers of non-European languages spoken in our schools, which give us an enhanced view of the world”.
He spoke of “the limitations of mere mechanical translation” and gave an anecdote. “I recall a debate on regional-assistance funding in the EU, in which there was reference to enormous and complex problems being solved by ‘la sagesse normande’. The English translation was: ‘All problems will be solved by Norman Wisdom’. Mechanical translation misses so much of the nuance.”
Lord Chartres praised “a remarkable school in Harrow, Saint Jérôme Church of England Bilingual School. It was quite deliberately named after a translator, because that primary school not only teaches modern languages as a subject: it delivers a large part of the curriculum in French. . . I had the privilege of opening that school ten years ago. The experience of and results achieved . . . are a valuable indication of what can be done to lay the foundations of constructive language-learning at a primary level.”
“In the myth of the Tower of Babel,” he concluded, “multilingualism, the confusion of tongues, is regarded as a punishment for human presumption. We should realise that, at Pentecost, in the New Testament, that is overturned. . . Multiple languages are not erased but everybody is enabled to listen, in their own language, profoundly to what is being said. It is a total mythological reversal. . . Language is not only desirable for boosting tradem but helps people to listen well . . . and listening well is a basic factor in democracy.”
Baroness Stuart (crossbench) pointed out that it was “500 years since William Tyndale’s translation of the New Testament. By bringing together Hebrew and Greek terms, he coined the word ‘atonement’ . . . Its root is ‘at-one-ment’. Such concepts and ideas have enormous impacts in history, and understanding language and its power, and the acquisition of a foreign language or another language from your native one — which in reverse allows you to understand your own language better — is such a fundamental part of the human condition.”
During the debate, which lasted more than two hours, many peers offered illustrations and insight from their experience in education, diplomacy, international initiatives, and the business world. The economic and cultural value of language skills was emphasised consistently.
In summing up, the Education Minister, Baroness Smith, called it an “excellent debate” with “a clear consensus . . . that having the opportunity to study a modern foreign language should be part of a broad and rich education that every child in this country deserves”. She responded to several points by explaining the Government’s progress and plans. “We recognise the importance and value of languages. We will continue to ensure that language education in England is accessible for all.”
