I have never used google translate, but I have recently been informed that it is becoming more and more sophisticated. It seems likely that, at some point in the not too far distant future, we shall be able to instantly translate between languages to a reasonably acceptable level. So, this being the case, what will be the point of teaching students to write in a foreign language at all?
Well, if we assume that learning one language skill (speaking, listening, reading and writing) supports the others - a reasonable assumption - then one could argue that practising correct spelling and grammar is not just an aim in itself, rather it supports the general development of comprehension and fluency. Writing things down will always help embed vocabulary and structures, especially when language learning is not taking place in an immersion situation.
Perhaps we should question, however, the value we place on writing in formal examinations. At GCSE we currently award an excessive 30% of marks for writing, but only 20% for listening and reading respectively. This cannot be right, and is only the case because modern languages had to fit into a controlled assessment model shared by other school subjects. When controlled assessments disappear we shall have another chance to look at this issue and I hope we reward adequately the skills which most people consider the most important, namely listening and speaking. The old 25% for each skill was better than what we have now, but I would argue for a greater weighting for the oral/aural skills. How about 30% speaking, 30% listening, 20% reading, 20% writing? Although I would value reading skill above writing, I would argue for maintaining a respectable weighting for writing to make it worthwhile practising. The same principle should apply to A-level.
We shouldn't forget the important role we play in the development of general literacy and this is another reason why we should still value the development of correct writing. Finally, for teachers and students to maintain their sanity, some time is needed in lessons for students to write things down!
Well, if we assume that learning one language skill (speaking, listening, reading and writing) supports the others - a reasonable assumption - then one could argue that practising correct spelling and grammar is not just an aim in itself, rather it supports the general development of comprehension and fluency. Writing things down will always help embed vocabulary and structures, especially when language learning is not taking place in an immersion situation.
Perhaps we should question, however, the value we place on writing in formal examinations. At GCSE we currently award an excessive 30% of marks for writing, but only 20% for listening and reading respectively. This cannot be right, and is only the case because modern languages had to fit into a controlled assessment model shared by other school subjects. When controlled assessments disappear we shall have another chance to look at this issue and I hope we reward adequately the skills which most people consider the most important, namely listening and speaking. The old 25% for each skill was better than what we have now, but I would argue for a greater weighting for the oral/aural skills. How about 30% speaking, 30% listening, 20% reading, 20% writing? Although I would value reading skill above writing, I would argue for maintaining a respectable weighting for writing to make it worthwhile practising. The same principle should apply to A-level.
We shouldn't forget the important role we play in the development of general literacy and this is another reason why we should still value the development of correct writing. Finally, for teachers and students to maintain their sanity, some time is needed in lessons for students to write things down!
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