'We should not assume that language learning works best when offered in small doses over a long period, and only in a class of 30 with a teacher. The flexible curriculum of the future will need a range of approaches and some of these may actually be conducive to better language learning, in particular when time is at a premium.' Lord Dearing, Languages Review, 2007 (pdf 831 KB)

Some schools are now offering intensive language courses, which are taught in blocks of time rather than via one or more sessions a week over longer periods of time. The aim of teaching in this way is to bridge the gap in 14+ language provision and specifically to help those who are less motivated to continue studying languages at KS4 or who wish to learn a new language. Studying in this way can also provide a more engaging experience for learners, as they see their skills improve at a quicker pace.

The CLIL approach (Content and Language Integrated Learning) is also becoming more and more popular in the UK, with schools inspiring young learners by teaching other subjects such as geography and maths via a foreign language. Using this method, students learn the language without realising it as their priority learning goal is the other subject. Schools using this method report that the students’ ability in the language improves more quickly than those studying the language in discrete language lessons, whilst at the same time, their ability in the main subject is as good as those studying it in English.

CLIL Practices Report (doc 277 KB) – a study carried out in summer 2007 of CLIL methodologies used in a number of schools, written by Julia Long, researcher at Nottingham University.