The Kate Languages Podcast - S1 Ep8 - Q&A

This was my first Q&A episode of the Kate Languages Podcast. Here is a summary of the questions I answered in the episode. Click the "play" button above to listen to the whole episode.

Are you teaching your toddler any of your additional languages?

This is a brilliant question, and one that's quite close to home. My toddler, who's nearly two at the time of recording, is incredibly chatty and putting together little sentences in English. My husband and I are in a bit of a unique situation - we both speak French and Spanish, but English is our native language and what we speak at home.

We've been mulling over which language(s) to focus on with our little one. Spanish seems the most practical choice, as my mum and stepdad spend half their time in Spain, and my sister lives in Arizona. We've already taken him to Spain twice (lucky us, especially during COVID times!), and he's picked up a few words like 'adios'.

I'd love for him to speak German too, as it's my 'ancestral' language - my mum's bilingual in German and English. But it's tricky to be consistent unless you're actually bilingual and each parent speaks a different language at home.

What we're planning to do is expose him to different languages through travel and see what happens at school. We've got children's books in other languages, which we look at occasionally. It's funny - he knows when we're speaking another language and just looks at us and laughs, as if to say, "That sounds weird!"

Do you have any ideas to improve Year 9 uptake for GCSE languages?

This is a tricky one, and it's closely related to another question about dealing with SLT or other staff not valuing MFL. In my experience, the schools where language uptake is most successful are those where it's the default choice. It's not 100% compulsory, but students almost have to opt out rather than opt in.

Of course, this relies heavily on support from SLT and school culture. Not every school has this luxury, I'm well aware. So, what can we do?

It's all about making languages seem like the best option - something they really need for their future studies. When I was a Gifted and Talented coordinator, we emphasised that Russell Group universities tend to look favourably on language GCSEs. This works well for students aspiring to university, but you need to know your audience.

Consider what might inspire your specific students. Could you offer trips for GCSE language students only? When I was at school, we had a German exchange that was absolutely brilliant fun. I know exchanges are less common now, and some schools struggle with affordability, but it's worth considering if feasible.

Looking at your Key Stage 3 curriculum is crucial too. Make it challenging but not too difficult, interesting, and relevant. I used to do a lot of GCSE-style work in Year 9, including foundation papers. This can help students feel that GCSE is achievable.

Incorporating culture is also key. Show them that language is a living, breathing thing - not just an abstract concept. Use music, films, and cultural elements in your schemes of work.

Remember, intrinsic motivation is far more important than extrinsic. You want them to get a sense of achievement and genuinely enjoy the subject.

How do you deal with SLT or other staff not valuing MFL?

This one makes me sad, as it's unfortunately quite common. I think it's important to approach this with a bit of compassion. For many British people, foreign languages are way outside their comfort zone, and they might be coming from a place of deep insecurity.

One idea is to offer staff language lessons or a Spanish club. Show them how fun and useful it can be. You could also invite them to observe your lessons (informally) to see the great work you're doing.

Assemblies can be a powerful tool too. In my previous school, a colleague and I did an assembly about where languages can take you. We'd both worked abroad and travelled extensively, which really showcased the opportunities languages can provide.

Consider a whole-school language day, perhaps on European Day of Languages in September. Some schools have signs around the building in multiple languages, which helps make languages more visible and relevant across the school.

It's particularly challenging for German specialists at the moment, I've noticed. Many SLTs are looking to focus on Spanish or cut back on languages altogether. This issue isn't unique to MFL though - many optional subjects, especially in the arts, face similar struggles.

Did you like the schools you were in as a teacher? Why or why not?

This is a bit of a personal one, and to be honest, my answer is both yes and no. I taught in five schools throughout my career (not including my PGCE), ranging from inner-city London to rural Northamptonshire. They were all state comprehensives, with a mix of 11-18 and 11-16 age ranges.

Generally speaking, it was the people more than the schools themselves that I either loved or didn't. The positives? I adored 99% of the kids. They were just great fun, and I sometimes miss working with teenagers. Kids are kids, whether in inner-city London or rural Northamptonshire, and they're pretty great most of the time.

I also met some fantastic colleagues who became close friends. Having even just one or two people you get on well with can make a huge difference.

The negatives? Sadly, in one school, I experienced severe bullying from my head of department. It was a horrible situation that really knocked my confidence. I've also encountered unsupportive leadership, which can make school life miserable.

I think whether you like a school or not often comes down to leadership. You can have a beautiful building with airy classrooms, but if the leadership is poor, it can be a truly unpleasant place to work.

What other jobs are good for ex-teachers?

This is a question that's on many teachers' minds at the moment. While I'm not an expert, I can share my own experience and thoughts.

When I left classroom teaching, I initially panicked about what to do next. I'd already done some private tutoring during my master's degree, so I decided to pursue that. I've been fortunate enough to build up my business without too much financial pressure, but there are people who make a very good living from private tuition.

I've since diversified into writing resources, providing CPD and teacher training, and even doing this podcast. I was also lucky enough to work on BBC Bitesize.

When considering your options, think about what you truly enjoyed about teaching. For me, it was planning lessons and creating resources. For others, it might be behaviour management or working with young people in general.

There are many possibilities out there. You could become a behaviour consultant, work in a PRU or prison education, or even consider outdoor education like Duke of Edinburgh schemes or forest schools.

Remember, as a teacher, you have an incredible skillset. You have a degree, interpersonal skills, time management skills, and the ability to manage large groups. These are valuable in many fields.

Some ex-teachers go into social media management for companies, which can be surprisingly well-paid. Others move into communications or HR roles.

My main advice would be to look at the elements of teaching that you love and think about how you can either incorporate those into a new career or perhaps even set up your own business.