By Dennis Sale
EVEN for those who are not avid followers of the potential impacts on human life of the artificial intelligence (AI) revolution, it is unlikely not to have noticed that massive change, especially in the world of work and human communication, is likely in the coming years. In terms of communicating with folk in different languages there are now technologies that make this both easy and free. Google Translate and Microsoft Translator are popular examples. I was working in Cambodia last year, and it was so easy to use such tools to communicate to locals who were not English speaking, and my Khmer is non-existent.
Also, for context, my experience of language learning in schools was not good. My schooling included learning French as a compulsory part of the curriculum for three years. Apart from seeing no purpose in learning this language, the teaching was horrendous. Lessons involved mainly the dictation of lists of verb tenses followed by rote memorisation tests. Now, there’s nothing wrong with memorising and recalling information through testing – that’s an essential part of building understanding and long-term memory acquisition at the neural level. However, there seemed no purpose, meaning, or real-life application for this curriculum experience. As cheeky chappies from East London, we messed about and the punishment for such behaviour was a caning. The caning was not a deterrent, and we wore it as a badge of honour, as boredom was the real punishment. The German philosopher Friedrich Nietzsche aptly wrote, “Against boredom, even gods struggle in vain” – so what chance did us East End kids have? Do I speak any French now? Non.
However, guess what, Saya bisa Bahasa Indonesia. For those not familiar with Indonesia, this means I speak Indonesian. Well, I am far from fluent – but enough for Indonesians to warm to me, as few Westerners know any Indonesian.
Having some foreign language capability communicates that you are interested in the local people and their culture, and it’s a massive rapport builder – and that’s really the most crucial factor in effective human communication. As the world-famous success coach Anthony Robbins wrote, “Rapport is the ultimate tool for getting results with other people”. As I worked in Indonesia for over two decades, this was a real benefit, and it probably was a major factor in my continual employment across the country. Of course, language translation tools are very useful – but speaking some of the “local lingo” is a massive enhancer to the richness and latent subliminal emotional meanings embedded in human communication.
Now, from a cognitive science perspective, there are other less obvious benefits to learning and foreign language. Firstly, knowledge in any domain can be seen in terms of a hierarchical structure, in which learners typically move from lower to higher cognitive conceptual complexity until mastery is attained. The educational philosopher Paul Hirst argued that socialisation into organised structures of knowledge – what he referred to as “Forms of Knowledge” – were very important, as there was a close relationship between their acquisition and the growth and development of the mind. He postulated seven distinct forms of knowledge, each with its unique concepts, distinctive logical structure, testability against experience and unique methods of testing. These seven forms of knowledge are mathematics, the physical sciences, the human sciences, history, religion, literature and the fine arts, and philosophy and moral knowledge. Such an approach makes the following psychological assumptions about the nature of the mind:
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Knowledge is a quality of mind. Failure to receive certain forms of knowledge is a failure to achieve rational ways of thinking in those areas.
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The mind does not develop rationally – it needs organised forms of knowledge.
The framing of traditional school subjects is consistent with Hirst’s model of the intelligent mind. Latin, for example, which was central to elite education, was perceived to be a valuable tool for the development of the mind, and Cheryl Lowe, author of How Latin Develops the Mind, suggests that there are reasons and evidence to support such a view. She notes that Latin helps with Standard Achievement Test scores and makes learning a modern vocabulary easier. She also argues that there are more important objectives that Latin achieves better than any other subject: the first is mental development, and the second is an understanding of English grammar.
Latin, like maths, provides students with the experience of studying one subject to a mastery level which, according to her, is missing in modern education, where we try to teach everything and we cover too many subjects superficially. There are few opportunities to use higher-order thinking skills when you are merely a novice. It is only when the student has studied a subject enough to have some depth that his/her mind can be stretched and challenged with higher-order thinking skills. Latin and maths, when taught to a mastery level, requires perseverance, hard work, stamina, will and grit. Students need to plan, adopt a never-give-up attitude, and display flexibility in learning.
Sounds very much like good preparation for self-directed lifelong learning. No, I am not arguing that Latin becomes a universal part of the curriculum for the 21st century – but the “thinking behind the thinking” – so to speak – has merit. Hence, there are sound cognitive science reasons for teaching a foreign language. Some specific cognitive functions that can be enhanced include:
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Executive Function: Learning a new language requires the ability to switch between different cognitive tasks and mental sets. This can improve metacognition and executive functions like problem-solving, planning and multitasking.
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Attention and Focus: The demands of language learning can train the brain to focus and concentrate, improving attention span and reducing distractions.
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Memory: Learning vocabulary, grammar rules and cultural nuances strengthens memory networks and can enhance overall memory capabilities.
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Creativity: The ability to think in multiple languages can foster creative thinking and problem-solving by providing different perspectives.
Furthermore, as all learning involves changes in neural wiring in the brain, learning a new language stimulates the growth of new neural connections promoting neuroplasticity and cognitive flexibility. In basic terms, neuroplasticity is the brain’s capacity to rewire itself, and this can play a crucial role in enhancing health and mental wellbeing as it can:
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Enhance and maintain memory functioning through the acquisition of new skills, forming new memories, and being able to adapt to changing circumstances.
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Aid recovery from brain injury through neural reorganisation and compensation for lost functions.
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Help manage mental-health conditions in terms of the development and treatment of mental-health disorders, such as depression, anxiety and post-traumatic stress disorder.
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Bring about positive psychological change by facilitating engagement in activities that stimulate the brain, which promote the growth of new neural connections and, as a result, create positive changes in our thoughts, feelings, and behaviours.
Also, proficiency, especially expertise, in a foreign language has good market value in terms of a global job market, as this can open doors to international job opportunities and career advancement. Research (eg Bialystok, 2004) has shown that bilingual individuals often have better communication skills and can effectively interact with people from diverse backgrounds.
In summary, there is much of merit in learning foreign languages. Finally, a quick thanks to the JEP reader and writer Richard Day for asking if I had a frame on teaching foreign languages – as he wrote with advocacy on this curriculum area in Letters to the Editor a few weeks back.
On this note, I do welcome feedback, whether it’s positive, challenges to what I write, or areas that you are interested in for future discourse.
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Dennis Sale worked in the Singapore education system for 25 years as adviser, researcher and examiner. He coached over 15,000 teaching professionals and provided 100-plus consultancies in the Asian region. Dennis is author of the books Creative Teachers: Self-directed Learners (Springer 2020) and Creative Teaching: An Evidence-Based Approach (Springer, 2015). To contact Dennis, visit dennissale.com.
