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 within the House of Lords touched upon “that aspiration for a clearer concentrate on the supply of languages in primary schools”.
This was “not only European languages”, he said, due to “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 restrictions of mere mechanical translation” and gave an anecdote. “I recall a debate on regional-assistance funding within the EU, wherein there was reference to enormous and complicated problems being solved by ‘la sagesse normande’. The English translation was: ‘All problems will probably be solved by Norman Wisdom’. Mechanical translation misses a lot 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 big a part of the curriculum in French. . . I had the privilege of opening that college ten years ago. The experience of and results achieved . . . are a worthwhile indication of what will be done to put the foundations of constructive language-learning at a primary level.”
“In the parable of the Tower of Babel,” he concluded, “multilingualism, the confusion of tongues, is considered a punishment for human presumption. We should realise that, at Pentecost, within the New Testament, that’s overturned. . . Multiple languages aren’t erased but everybody is enabled to listen, in their very own language, profoundly to what’s being said. It is a complete mythological reversal. . . Language will not be only desirable for reinforcing tradem but helps people to listen well . . . and listening well is a basic think about democracy.”
Baroness Stuart (crossbench) identified 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 concepts have enormous impacts in history, and understanding language and its power, and the acquisition of a foreign language or one other language out of your native one — which in reverse permits you to understand your individual language higher — is such a fundamental a part of the human condition.”
During the controversy, which lasted greater 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 transparent consensus . . . that having the chance to check a contemporary foreign language needs to be a part of a broad and wealthy education that each child on 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 proceed to be certain that language education in England is accessible for all.”
