Mia voĉo (My voice)

"Springboard to Languages is Launched"

The following article by Paul Gubbins appeared in the March, 2007, issue of the magazine Esperanto, pages 51-53. The translation, and any errors included in it, are mine.

In several countries of the world, the news that more than 100 children are learning Esperanto would not be especially striking. But when the country in question is Great Britain, home of the internationally adopted English language, and the children are learning not privately but in state elementary schools (where young people between the ages of 5 and 11 years study), the statistic is impressive. The more so because language learning started in the first school only in September last year, but it has already reaped positive and enthusiastic reactions both from teachers and, more importantly, from pupils.

Obviously, preparatory work was being done before September. For two years Angela Tellier, comissioner of the Esperanto Association of Britain for educational matters, has been working on the project "Springboard to Languages". Helped by a small group of teachers, designers and other advisers, she has planned and written not only the course materials but also the informational and advertising instruments. She has also related to educational offices and the schools themselves. Let's not forget the role of the Esperanto Association of Britain, which is financially supporting the ambitious and expensive project for five years.

The initiative was encouraged and made possible by changes in the British government's language policy (if, in truth, it's possible to talk about a language policy in Britain). In the 1980s, because of the introduction of the so-called national study program, it was not possible to teach Esperanto officially in British schools. The languages of the European Union and those of ethnic minorities in Britain (e.g. Welsh, Bengali, Gujarat) were sanctioned. Other languages, including Esperanto, were permitted on condition that approved languages of the national program be studied first. As a result, Esperanto disappeared in British schools except as a recess or hobby occupation (notably in the North English town of Skipton, were Malcolm Jones inspired his pupils to visit a World Esperanto Congress; also in southwest England, in Gloucester, thanks to Elizabeth Stanley).

Meanwhile, in part because of a great choice of school topics considered easier than languages (e.g. sociology, psychology, mass communications), interest in language-learning in second-level schools shrank. The government panicked and ordered that from the age of 14 years the learning of a foreign language would no longer be mandatory (a decision attacked by intellectuals and perhaps, after a change of government, to be reversed). In addition, to stimulate language learning among 11- to 14-year-olds, the government this February announced that in second-level schools the mandatory teaching of at least one EU language would be nullified in favor of "economically useful" language (e.g. Chinese or Arabic). In compensation, because of the changes at the second level, and to defend itself against critics, the government announced that through the year 2010 every older pupil in elementary school would be allowed to learn a foreign language.

This time the government did not insist on approved languages. But knowing that in many elementary schools, without experience in foreign-language pedagogy, teachers face their new challenge at times nervously and directionlessly, and recognizing the possibility of officially introducing the international language into national schools, British Esperanto speakers took action. The result is Springboard to Languages, whose purpose is not only to teach Esperanto but also — here is the hook for headmasters — to present it as a language to facilitate learning in preparation for study of other language in the second-school. The global cultural contacts that can be acquired through Esperanto are also underscored.

It was not easy to find schools ready to participate in the pioneering phase of the project. In Britain the first foreign language, for historical, no longer for economic, cultural or even vacation reasons, is French. Many Britons have learned at least a little French, and so teachers in elementary schools prepare themselves to teach a foreign language by trying to refresh knowledge, for the most part basic, about French. Convincing them to acquire and teach a new language, especially a language which, according to the British sub-Minister for Education, Lord Adonis, in a letter of this year to an Esperanto speaker, "is not associated with a particular culture", was at times a reason to lose hope. But by the beginning of the year two enterprising elementary schools with clear-sighted and, honestly speaking, courageous headmistresses announced themselves ready to accept Springboard to Languages.

Applying the concepts of Springboard to Languages is simple in theory. The school is visited by an experienced Esperanto speaker, who works together with both teachers and children. So Tim Morley goes to the Bar Hill school, in the East English university town of Cambridge (where the third World Esperanto Congress was held 100 years ago). Twice a week he teaches Esperanto for 30 minutes to three classes. During at least one of the two lessons teachers and assistants, who occasionally receive additional sessions, join in learning. Training of the teachers is especially important: one of the goals of Springboard to Languages consists of the Esperanto teacher little by little withdrawing so that the on-site teachers take over responsibility for the Esperanto lessons. Clearly, because a single Esperanto speaker will not be able to continue teaching the language to the 90 pupils, aged from seven to nine years, at Bar Hill school. Additionally, if Springboard to Languages advances according to play, experienced Esperanto speakers such as Tim will be needed at other schools to train the teachers there.

Certainly, the possible withdrawal of their leader somewhat scares the teachers. To start teaching a language that was unknown a few months ago, even at an elementary level, is somewhat nervous-making. According to one of the teachers at Bar Hill, Su Proctor, learning Esperanto is not easy because there is no personal motivation. Furthermore, she adds, she is not a linguist. Another teacher, Karen Hindmarsh, nevertheless notes that she is learning relatively quickly. "I am quite surprised that the language is being memorized ever after only half hour a week. On the other hand," she says, "I really don't know whether I'll be able to teach it in September."

But, despite tiny doubts about their future language capabilities, both teachers are excited about the positive effects of a project that began in Bar Hill only in September. According to Su Proctor: "The children enjoy it. They all want to participate. The interactive aspects, the role playing and the Mazi videotape are all pleasing. They are gaining self confidence, even the children who are not especially clever in other fields, and this all crosses over into other occupations. This is a new approach to language learning, and when they start to learn French or German, they'll think: 'I've already succeeded in this'."

Karen Hindmarsh is of the same opinion: "I didn't expect that the children would be so enthusiastic. And I didn't expect that the less clever children would be able to read it. I thought that they were facing enough problems related to reading English, but in fact it's easier to read Esperanto, and that helps them read in English."

The headmistress at Bar Hill, Lin Whyte, also notes Esperanto's side effects, which are influencing other fields of study positively and especially helping the less endowed children. She says: "Esperanto is a very inclusive language. All children, without consideration of capability, can access it because of its structure. We intend to use it to teach other fields, for example reading. And counting."

Although the comments of the professionals are welcome, they remain subjective and still without a scientific basis. But thanks to the financial aid from the Esperantic Studies Foundation, researchers from the pedagogical group in the prestigious North English University of Manchester will rigorously keep track of and report on the project over a five-year period (2007-2012). Hopefully the results will contribute to those found in earlier researches, for example in Paderborn in the 1970s and 1980s, and in Monash, Australia, in 2000.

But what do the children, who have been placed as pioneers in the arguably widest-ranging and perhaps most important such project ever undertaken in Britain, think of Springboard to Languages? Eight-year-old Ola, whose parents are of Polish origin, and who speaks Polish at home, notes that if you remove the o-ending from the word "domo" (house), you get the equivalent Polish word. "I like to learn different languages: that's nice," she says.

Eight-year-old Matt likes to sing in Esperanto and make the gestures that accompany the songs. "Esperanto is interesting and I'm learning quite quickly," he says. And now Matt has been especially struck by his contact with a school in Benin established within the framework of Springboard to Languages. He comments: "It's shocking to see that in Africa some people have never seen or touched a computer. I think that if they came to Britain they would also wonder at the electricity that we have and they don't. And if we were to go there, some would be very sad because they would be missing their electronic toys and computers."

So, still naively, still prematurely, not only language knowledge but also international understanding are being launched. Headmistress Lin Whyte wants to strengthen the latter with a visit probably not to Benin, because of the high costs, but to a nearer country, where the children of Bar Hill will be able to use Esperanto and get to know other cultures.

Because of the success of Springboard to Languages in Cambridge it is easy to overlook the other, smaller school, in Scorton, a village in Northwest England, where 21 children between the ages of seven and 11 started learning in January. Here, too, pupils and teachers are reacting positively. As in Bar Hill, they like to sing in Esperanto. "We learn amusing songs," says ten-year-old Katie. Hannah, also ten years old, is of the same opinion: "Singing makes you merry and you learn more." And she notes the advantage of Esperanto in contrast to other languages: "Esperanto helps people talk throughout the entire world."

The international language is being introduced in Scorton by Stephen Thompson, past president of the Esperanto Association of Britain. For 25 years he taught foreign languages in British schools. So he well understands that it is first more important for the children to learn how to acquire a foreign language than to concentrate on a particular language. In that respect Esperanto is more successful than any other language and this, Stephen says, is the meaning and value of Springboard to Languages. He is very happy to find himself back in the classroom: "It's good to be teaching children again: the elementary school is the right level to introduce learning a foreign language, and Esperanto is the right language."

In the school he works with the class teacher, Alison Dodd. She is enthusiastic about the project, astonished at how much the children are learning: "I like Esperanto very much, because they have advanced so much in so little time. For example, it has already helped the children understand how we change words in English. In that way they are gaining competences in their mother tongue."

Scorton's headmistress, Liz Smith, also welcomes Springboard to Languages. She notes with pleasure how the study material provides general information about language and grammar, not just about Esperanto. The cultural aspects of Springboard to Languages are also impressive: "Now we are educating citizens of the world," she says.

To sum up: Springboard to Languages' progress since September, when the first children started learning, is impressive. Ready — mainly thanks to the indefatigable Angela Tellier — are several dozen colorful, child-pleasing teaching aids: in preparation are others for the project's following years. To be added are recruiting folders, informational fliers and even compact disks to inform educators, and the public, about Springboard to Languages, because hopefully other schools will join the two pioneering schools.

This is a project which is continually changing, evolving and growing. Those interested can follow the progress of Springboard to Languages here, where you can read — in English — sample documents and other information.

However the project ends, it can be said that it has already succeeded. Introducing Esperanto to more than 100 young students in Britain represents a triumph. Maybe, by comparison with other attainments in the Esperanto world, only a small triumph. But in any case a triumph.