The Common European Framework of Reference for Languages, in its Notes for the Users, says that the scheme is based on the assumption that the aim of language teaching is to make learners competent and proficient in the language concerned. Well, that is OK as an aim if you are reasonably sure you are eventually going to be competent and proficient in the language you have chosen (or been obliged) to study, but what about those that aren’t that confident? What about those whose entitlement to language learning feels like being condemned to 500 hours of hopelessness, humiliation and frustration? And what of those who simply have no interest in becoming competent and proficient in any language (perhaps even their own) ‚ and those for whom the usual economic and vocational arguments just don’t make any sense right now?
Young people need to see the value and benefits of learning languages to engage. The rationale for language learning needs to be meaningful and relevant to the learner.
McColl, H. (2005). L is for learning, for languages, and for life. Scottish Languages Review, (12)