{"id":68696,"date":"2023-06-21T00:06:16","date_gmt":"2023-06-21T04:06:16","guid":{"rendered":"https:\/\/world.edu\/?p=68696"},"modified":"2023-06-21T00:06:16","modified_gmt":"2023-06-21T04:06:16","slug":"academic-success-should-we-believe-in-the-gift-for-foreign-languages","status":"publish","type":"post","link":"https:\/\/world.edu\/academic-success-should-we-believe-in-the-gift-for-foreign-languages\/","title":{"rendered":"Academic success: should we believe in the gift for foreign languages?"},"content":{"rendered":"<p><img fetchpriority=\"high\" decoding=\"async\" class=\"aligncenter size-full wp-image-68697\" src=\"https:\/\/world.edu\/wp-content\/uploads\/2023\/06\/multilanguages.png\" alt=\"\" width=\"680\" height=\"381\" srcset=\"https:\/\/world.edu\/wp-content\/uploads\/2023\/06\/multilanguages.png 680w, https:\/\/world.edu\/wp-content\/uploads\/2023\/06\/multilanguages-250x140.png 250w\" sizes=\"(max-width: 680px) 100vw, 680px\" \/><br \/>\nAmong the received ideas about languages, which some researchers like the\u00a0<a href=\"https:\/\/tracts.gallimard.fr\/fr\/products\/le-francais-va-tres-bien-merci\">Linguists Atterrees<\/a>\u00a0try to deconstruct by recalling that\u00a0<em>French is doing very well<\/em>\u00a0, we regularly find the idea that the French are bad at foreign languages.\u00a0The counterpart of this received idea \u2013 partially supported by strong blows from international studies (PISA for example) whose\u00a0<a href=\"https:\/\/sjer.ch\/article\/view\/4647\">relative value is regularly called into question for the mastery of languages<\/a>\u00a0\u200b\u200b\u2013 is that there would be individuals (even nations) benefiting a gift in foreign languages \u200b\u200b(and others not).<\/p>\n<p>However, if some seem to take advantage of\u00a0<a href=\"https:\/\/www.radiofrance.fr\/franceculture\/podcasts\/le-journal-des-idees\/pentecote-le-don-des-langues-3512140\">this gift, originally almost biblical<\/a>\u00a0, what is it really?\u00a0Why is the ideology of the gift of foreign languages \u200b\u200bmore harmful than beneficial when it comes to thinking about the role of school?<\/p>\n<h4><strong>The gift of tongues or the myth of invisible effort<\/strong><\/h4>\n<p>Reflecting on language learning through the prism of the ideology of the gift amounts to asking the question of \u201ctalent\u201d and therefore of the effort perceived as necessary to achieve one&#8217;s objectives.<\/p>\n<p>Studying talent, or the ability to \u201cspeak\u201d a foreign language well, means inspecting the multiple causes (family, social, school, etc.) of inequalities in success or individual ability, according to sociologist Pierre-Michel\u00a0<a href=\"https:\/\/www.cairn.info\/le-talent-en-debat--9782130811510.htm\">Menger<\/a>\u00a0.\u00a0Akira Mizubayashi, a Japanese writer, is one of the best-known examples of people having a command of French without any trace of the Japanese language, even though he never heard this foreign language spoken until adulthood.<\/p>\n<p><center><iframe title=\"YouTube video player\" src=\"https:\/\/www.youtube.com\/embed\/eScltL-0d9Y\" width=\"560\" height=\"315\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/center>Is it possible to generalize this type of profile rooted in unique backgrounds and contexts?\u00a0Certainly not.\u00a0It is not because an individual has succeeded in\u00a0<a href=\"https:\/\/www.slate.fr\/story\/204418\/nombre-pi-day-14-mars-memorisation-decimales-livre-records\">learning 70,030 decimals of the number \u03c0<\/a>\u00a0that one could imagine that all children can do the same or quite simply that everyone should succeed.\u00a0Thus, for G\u00e9rard Mauger, the\u00a0<a href=\"https:\/\/www.cairn.info\/revue-savoir-agir-2011-3-page-33.htm\">symbolic violence of this \u201cideology of the gift\u201d must be fought<\/a>\u00a0to maintain the belief that everyone can succeed;\u00a0while accepting at the same time that not all learners will have the same needs, the same learning paths, nor the same objectives.<\/p>\n<p>The ideology of the gift seems to have similar fuzzy characteristics with what is called instinct, as\u00a0<a href=\"https:\/\/twitter.com\/JeremieNaudeFR\/status\/1665808239353556992\">J\u00e9r\u00e9mie Naud\u00e9, researcher at the CNRS in neurobiology<\/a>\u00a0, points out on his Twitter account, specifying in particular that &#8220;invoking instinct masks the how complex behaviors develop in a given ecological context\u201d.\u00a0We could easily apply this statement to what we would call a \u201cgift\u201d \u2013 the construction of a skill depends on very many factors.<\/p>\n<h4><strong>Believe in your potential to better progress<\/strong><\/h4>\n<p>During the 1970s and 1980s, rather than considering the \u201cgift of languages\u201d, researchers attempted to define the\u00a0<a href=\"https:\/\/www.persee.fr\/doc\/apliu_0248-9430_1997_num_16_3_1200\">traits of the \u201cgood learner\u201d<\/a>\u00a0.\u00a0This research led to the identification of different \u201cstrategies\u201d which would be as many markers of success (skills, motivation, personality, etc.).\u00a0That said, this paradigm quickly showed its limits since it quickly turns into a value judgment of the learner&#8217;s skills (who would have good or bad strategies) and leads to a pedagogical dead end.<\/p>\n<p>Rather than focusing on a state, attention can be focused on the investment which would no longer be considered as an absolute learning value but as the ability of an individual to invest in a device to target their own objectives according to the efforts that he is able to provide at a given moment, individually or in collaboration.<\/p>\n<p>This is shown, in particular, by the work on evaluation in the context of the theory of dynamic systems by a\u00a0<a href=\"https:\/\/journals.openedition.org\/rdlc\/1450\">Dutch team led by Marjolijn Verspoor<\/a>\u00a0.\u00a0This paradigm reveals that language development is by nature fluctuating and that any language learning path includes temporary regressions, necessary for the progression of skills.\u00a0Students may present with more unstable vocabulary at a given time, but this may actually correspond to a period when they are concentrating on new, complex grammatical structures, for example.<\/p>\n<p>Moreover, studies on mental states and the learning of foreign languages \u200b\u200bare particularly enlightening in this area.\u00a0<em>Albalawi &amp; Al-Hoorie point out that<\/em>\u00a0there is a\u00a0<a href=\"http:\/\/dx.doi.org\/10.1177\/21582440211041101\">strong link between motivation to learn and internal factors such as<\/a>\u00a0mindset\u00a0.\u00a0There would be at least 2 types of state of mind:<\/p>\n<ul>\n<li><em>a fixed<\/em>\u00a0state of mind\u00a0, involving a tendency to think that any failure threatens confidence and self-esteem and therefore motivation;<\/li>\n<li><em>and a growth<\/em>\u00a0mindset\u00a0, relating to taking advantage of any failure as an opportunity to learn about yourself and gain skills.<\/li>\n<\/ul>\n<p>The strength of the ideal self in foreign languages \u200b\u200b(the way I imagine myself at the end of my learning) plays an important role.\u00a0However, these theories confirm that we are not born with a particular state of mind but that it develops over time according to the experience we live.\u00a0By the way they view the learning process, the school and the teachers have a major role to play in helping students to build a more developmental mindset.\u00a0And this will further promote linguistic security in foreign languages.<\/p>\n<h4><strong>Languages \u200b\u200bat school and beyond<\/strong><\/h4>\n<p>To show how much\u00a0<a href=\"https:\/\/theconversation.com\/les-heritiers-ce-que-bourdieu-et-passeron-nous-ont-appris-de-linegalite-des-chances-17718\">social heritage<\/a>\u00a0counts in academic success, Bourdieu had already shown that it is not the initial state or the final goal that must be taken into account, but each person&#8217;s capacity for transformation.\u00a0Investment and success are therefore measured by the average slope of appreciable progression at the end of a scheme.<\/p>\n<p>However, if we recognize that there is no gift for foreign languages, it is the socio-cultural \u2013 and therefore linguistic \u2013 capital of the pupils which largely contributes to language skills.\u00a0Also\u00a0<a href=\"https:\/\/journals.openedition.org\/rdlc\/11780\">the articulation of opportunities between formal and informal learning<\/a>\u00a0that takes place in the private sphere participates in the skills valued in the evaluation of languages \u200b\u200b(family that positively cultivates plurilingualism and its multicultural heritage, trips abroad, opportunities for immersion, cartoons in their original version, etc.).<\/p>\n<p>Moreover, certain skills relating to written language (literacy) as well as skills\u00a0<a href=\"https:\/\/www.lemonde.fr\/campus\/article\/2023\/05\/19\/soft-skills-les-enseignants-se-retrouvent-a-apprecier-des-qualites-personnelles-qui-sont-socialement-marquees-comme-l-aisance-a-l-oral_6173924_4401467.html\">relating to oral ones (oratie) are socially marked<\/a>\u00a0in school assessment.<\/p>\n<p>To allow the\u00a0<a href=\"https:\/\/www.education.gouv.fr\/bo\/22\/Hebdo26\/MENE2219299C.htm\">mastery of fundamental knowledge, equality, diversity, and the well-being of students<\/a>\u00a0, the school and its actors will be all the more relevant if they offer favorable conditions for the success of each.\u00a0However, to succeed, it is essential that individuals believe in themselves, in their free will and in the ability of the institution to help them develop\u00a0<em>the gift of success<\/em> (and not the gift of languages) according to each person&#8217;s ideal self.<\/p>\n<p><em><strong>Author Bio:<\/strong> Gregory Miras is a University Professor in Language Didactics at the University of Lorraine<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Among the received ideas about languages, which some researchers like the\u00a0Linguists Atterrees\u00a0try to deconstruct by recalling that\u00a0French is doing very well\u00a0, we regularly find the idea that the French are bad at foreign languages.\u00a0The counterpart of this received idea \u2013 partially supported by strong blows from international studies (PISA for example) whose\u00a0relative value is regularly [&hellip;]\n&hellip; <a href=\"https:\/\/world.edu\/academic-success-should-we-believe-in-the-gift-for-foreign-languages\/\" class=\"more\">learn more&rarr;<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[13198],"coauthors":[11733],"class_list":["post-68696","post","type-post","status-publish","format-standard","hentry","category-education","tag-foreign-languages"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.2 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Academic success: should we believe in the gift for foreign languages? - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/academic-success-should-we-believe-in-the-gift-for-foreign-languages\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" 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