23 April was UN English Language Day. It is a day to celebrate the reach of this single language. But in a world shaped by culture and mobility, is English enough to meet the demands of communication in the modern world? Cambridge University Press & Assessment’s Dr Nick Saville discusses this.
On UN English Language Day, how should we think about the role of English within today’s broader global “tapestry” of languages?
First let’s remember that English has now become the global lingua franca and as such is unique. Nearly 1.5 billion people now use English to some level of proficiency in 188 countries. Out of these, only about 400 million have English as their mother-tongue, in countries such as the UK, Ireland, the USA, Australia and so on.
It is probably true to say that English is now necessary for many aspects of international communication, but it is not sufficient for successful intercultural dialogue and exchanges. There are more than 7,000 languages in the world, so, there is a rich tapestry of interwoven strands of language abilities associated with diverse geographies and cultures.
Being a monolingual speaker – using only one language at home and in society – is far from being the norm!
English is just one part of that tapestry, so how do various language skills come into play for real-world contexts?
Most people acquire English as an additional language, meaning that they develop multilingual abilities in two or more languages – the first language is learned at home and then others are learned or acquired in school, in the workplace and local community.
In terms of school-based language learning, a language of wider communication (often called a ‘foreign language’) is usually part of the school curriculum. These days the first ‘foreign’ language is usually English, learned in schools from elementary school onwards (K-12).
What level of English is actually learned depends on many factors – including the quality of language education and the motivation of the learners. Increasingly, learners identify the specific skills they need in their lives and concentrate on improving those.
It is a revelation when learners realise that languages are for life – not just for school or passing exams!
You’ve spoken about the idea of “profiling” language ability. What does it mean to understand language skills in a purpose-driven way?
Language ability is not a single monolithic capability.
We naturally learn to speak our home language as we grow up. Throughout formal education, though, children continue to develop language-related skills for their own academic purposes, and on leaving school, the same applies to the communication skills they need for work-related activities or for further education.
In this sense we develop profiles of skills in our first language.
This year, we are celebrating 25 years of the Common European Framework of Reference for Languages (CEFR), the reference framework that provides the tools to describe language ability in terms of levels of proficiency (levels from low to high – A1 to C2) and the abilities that have been acquired in terms of a profile. The goal, in most cases, is not to achieve ‘full proficiency’ or ‘fluency’ in all skills, but to reach an adequate level in the necessary skills for specific communicative purposes. This is often called the Can-do approach.
For example, a B1 level of proficiency in Speaking and Listening may be adequate for some jobs, but a C1 level that integrates all skills is normally required for academic study.
How can frameworks like Integrated Learning and Assessment help endorse current skills, while also identifying the language skills learners actually need?
The CEFR is designed to support learning, teaching, and assessment of languages in a systematic and comprehensive way. It is essentially a learner-centric vision that sees language learners as ‘social actors’.
We often use the metaphor of a journey to characterise a learner’s progression in acquiring a language over many years. From an assessment perspective, the framework enables all functions of assessment to work together to support effective learning and to map the stages of the journey in terms of progress. This alignment should support better learning – I call this Learning Oriented Assessment or LOA.
From a pedagogical perspective, diagnostic and formative uses of assessment can be integrated with the learning goals and outcome levels (e.g. B1) that are typically assessed by high-stakes public exams. This is what I mean by Integrated Learning and Assessment or ILA.
ILA is also learner-centric so that by integrating assessment into the learning process, the current strengths and weaknesses of the learner can be identified in a timely way, enabling targeted feedback to be provided to focus the learner’s attention on where improvement is needed.
Ultimately, what are the real-world benefits of taking this more nuanced, multilingual approach, both for individuals and for society?
The benefit for individuals and society is better communication in real-world contexts. Communication is central in defining 21st Century Skills, or what are sometimes called Life-Competencies.
UN English Language Day celebrates human connection through universal communication. But while English plays a crucial role as a global lingua franca, it is only one thread in a much richer tapestry. True communicative success lies in recognising and developing a broader profile of language skills that reflect the diverse, multilingual realities of our world.
Dr Nick Saville has worked for Cambridge Assessment since 1987, becoming Director of the newly formed Research and Thought Leadership Division in 2015. Prior to moving to Cambridge he worked at the University of Cagliari (Facoltà di Magistero) teaching English, and managed a test development project for Cambridge English in Tokyo based at the British Council. He holds a PhD in Language Assessment from the University of Bedfordshire, a degree in Linguistics and an MA TEFL (both from the University of Reading), and an MA Cantab.
