ABSTRACT
Modern languages teaching in this country is at a crossroads. In the light of concerns such as levels of achievement, poor recruitment to modern foreign language (MFL) courses and to teaching posts and the conclusions of the Nuffield enquiry (2000), modern foreign language teaching is taking a hard look at itself. This involves reflecting on the place of language teaching in the school curriculum, a critical examination of aspects of current methodologies, and a consideration of the long-term survival of modern foreign language study in the education sector at all levels. Coinciding with this is a renewed interest in the needs of able pupils and in effective teaching and learning generally, both of which are fuelling a range of curriculum developments. While recognising the enormous benefits which have accrued through the ‘languages for all’ agenda and the significant role which modern language teachers have had in enabling learners of all abilities to experience success in their language learning, we now need to consider with equal energy the needs of those pupils who show a particular aptitude in language learning. There is a strong case to be argued that all able learners should experience success and a high level of competence in one or more foreign languages. There may be an equally strong case to be argued that by looking again at the needs of the smaller group of very able language learners, we may also raise achievement for the many.
