Puerto Rico

Poland

Pakistan

Philippines

Papua New Guinea

Peru

Panama

Oman

New Zealand

Nepal

Norway

Netherlands

Nicaragua

Nigeria

Niger

New Caledonia

Namibia

Mozambique

Malaysia

Mexico

Malawi

Mauritania

Mongolia

Myanmar

Mali

Macedonia

Madagascar

Montenegro

Moldova

Morocco

Libya

Latvia

Luxembourg

Lithuania

Lesotho

Liberia

Sri Lanka

Lebanon

Laos

Kazakhstan

Kuwait

South Korea

North Korea

Cambodia

Kyrgyzstan

Kenya

Japan

Jordan

Jamaica

Italy

Iceland

Iran

Iraq

India

Israel

Ireland

Indonesia

Hungary

Haiti

Croatia

Honduras

Guyana

Guinea Bissau

Guatemala

Greece

Equatorial Guinea

Guinea

Gambia

Greenland

Ghana

Georgia

United Kingdom

Gabon

France

 

 

French (le français [lə fʁɑ̃sɛ] ( listen) or la langue française [la lɑ̃ɡ fʁɑ̃sɛz]) is a Romance languagespoken as a first language in France, the Romandy region in Switzerland, Wallonia and Brussels inBelgium, Monaco, the provinces of Quebec and New Brunswick (Acadia region) in Canada, the U.S. state of Maine, the Acadiana region of the U.S. state of Louisiana, and by various communities elsewhere. Other speakers of French, who often speak it as a second language, are distributed throughout many parts of the world, the largest numbers of whom reside in Francophone Africa. In Africa, French is most commonly spoken in Gabon (where 80% report fluency), Mauritius (78%),Algeria (75%), Senegal and Côte d'Ivoire (70%). French is estimated as having 110 million native speakers and 190 million more second language speakers.
French is a descendant of the spoken Latin language of the Roman Empire, as are languages such as Italian, Portuguese, Spanish, Romanian, Lombard, Catalan, Sicilian and Sardinian. Its closest relatives are the other langues d'oïl—languages historically spoken in northern France and Belgium, which French has largely supplanted. French was also influenced by native Celtic languages of Roman Gaul, and by the (Germanic) Frankish language of the post-Roman Frankish invaders. Today, owing to France's past overseas expansion, there are numerous French-based creole languages, most notably Haitian.
It is an official language in 29 countries, most of which form la francophonie (in French), the community of French-speaking countries. It is an official language of all United Nations agencies and a large number of international organizations. According to the European Union[citation needed], 129 million, or twenty-six percent of the Union's total population, can speak French, of whom 72 million are native speakers (65 million in France, 4.5 million in Belgium, plus 2.5 million in Switzerland, which is not part of the EU) and 69 million are second-language or foreign language speakers, thus making French the third language in the European Union that people state they are most able to speak, after English and German. Twenty percent of non-Francophone Europeans know how to speak French, totaling roughly 145.6 million people in Europe alone. As a result of extensive colonial ambitions of France and Belgium (at that time governed by a French-speaking elite), between the 17th and 20th centuries, French was introduced to the Americas, Africa, Polynesia, the Levant, Southeast Asia, and the Caribbean.
According to a demographic projection led by the Université Laval and the Réseau Démographie de l'Agence universitaire de la francophonie, French speakers will number approximately 500 million people in 2025 and 650 million people, or approximately 7% of the world's population by 2050.

Falkland Islands

Fiji

Finland

Ethiopia

 

There are 90 individual languages of Ethiopia according to Ethnologue, with the 1994 Ethiopian census indicating that some 77 tongues were spoken locally. Most of these languages belong to the Afro-Asiatic family (Semitic and Cushitic; Omotic languages are also spoken, though their classification is uncertain). Additionally, Nilo-Saharan languages are spoken by the nation's Nilotic ethnic minorities.
Charles A. Ferguson proposed the Ethiopian Language Area, characterized by shared grammatical and phonological features in 1976. This language area (sprachbund) includes the Afro-Asiatic languages of Ethiopia, not the Nilo-Saharan languages. In 2000, Mauro Tosco questioned the validity of Ferguson's original proposal. There is still no agreement among scholars on this point, but Tosco has at least weakened Ferguson's original claim.
English is the most widely spoken foreign language and is the medium of instruction in secondary schools and universities. Amharic was the language of primary school instruction, but has been replaced in many areas by local languages such as Oromo and Tigrinya.
After the fall of the Derg regime in 1991, the new constitution of the Federal Democratic Republic of Ethiopia granted all ethnic groups the right to develop their languages and to establish mother tongue primary education systems. This is a marked change to the language policies of previous governments in Ethiopia.
In terms of writing systems, Ethiopia's principal orthography is Ge'ez or Ethiopic. Employed as an abugida for several of the country's languages, it first came into usage in the 6th and 5th centuries BC as an abjad to transcribe the Semitic Ge'ez language.  Ge'ez now serves as the liturgical language of the Ethiopian and Eritrean Orthodox Churches.  Other writing systems have also been used over the years by different Ethiopian communities. The latter include Sheikh Bakri Sapalo's script for Oromo.

Spain

Eritrea

 

Eritrea's population comprises nine ethnic groups, most of whom speak languages from the Semitic branch of the Afro-Asiatic language family. The Semitic languages in Eritrea are Tigre, Tigrinya, the newly-recognized Dahlik, and Arabic (spoken natively by the Rashaida Arabs). Other Afro-Asiatic languages belonging to the Cushitic branch are also widely spoken in the country. The latter include Afar, Beja, Blin and Saho.
In addition, languages belonging to the Nilo-Saharan language family (Kunama and Nara) are spoken as a mother tongue by the Kunama and Nara Nilotic ethnic minorities that live in the north and northwestern part of the country.
Italian and English are also spoken as working languages, and are used in secondary and university education.

Egypt

Estonia

Ecuador

 

The predominant and official language of Ecuador is Spanish, in addition to Northern Quechua and other pre-colonial American languages, which are spoken by 2,300,000 (Adelaar 1991). Ethnologue lists 24 languages of Ecuador:
  • Achuar–Shiwiar
  • Awa–Cuaiquer
  • Cha'palaachi
  • Cofán
  • Colorado
  • Ecuadorian Sign Language
  • Emberá languages
  • Media Lengua
  • 9 varieties of Quichua
  • Secoya
  • Shuar
  • Spanish
  • Siona
  • Tetete
  • Waorani
  • Záparo

Algeria

Dominican Republic

Denmark

Djibouti

Germany

Czech Republic

Cyprus

Cuba

Costa Rica

Colombia

The official language of Colombia is Spanish, of which Colombian Spanish is the local variety. The indigenous languages spoken in Colombia are also official in the territories in which they are spoken. Other languages include American-Indian.

China

5 students from China

The Chinese language (汉语/漢語 Hànyǔ, 华语/華語 Huáyǔ, or 中文 Zhōngwén) is a language or language family consisting of varieties which are mutually intelligible to varying degrees, with most of the varieties not being mutually intelligible.[4] Originally the indigenous languages spoken by the Han Chinese in China, it forms one of the branches of Sino-Tibetan family of languages. About one-fifth of the world's population, or over one billion people, speaks some variety of Chinese as their native language. Internal divisions of Chinese are usually perceived by their native speakers as dialects of a single Chinese language, rather than separate languages, although this identification is considered inappropriate by some linguists and sinologists.

 
Chinese is distinguished by its high level of internal diversity, although all varieties of Chinese are tonal and analytic. There are between 7 and 13 main regional groups of Chinese (depending on classification scheme), of which the most spoken, by far, is Mandarin (about 850 million), followed by Wu (90 million), Cantonese (Yue) (70 million) and Min (50 million). Most of these groups are mutually unintelligible, although some, like Xiang and the Southwest Mandarin dialects, may share common terms and some degree of intelligibility.
Standard Chinese (Putonghua / Guoyu / Huayu) is a standardized form of spoken Chinese based on the Beijing dialect of Mandarin Chinese, referred to as 官话/官話 Guānhuà or 北方话/北方話 Běifānghuà in Chinese. Mandarin Chinese history can be dated back to the 19th century, particularly by the upper classes and ministers in Beijing.[6] Standard Chinese is the official language of the People's Republic of China (PRC) and the Republic of China (ROC, also known as Taiwan), as well as one of four official languages of Singapore. It is one of the six official languages of the United Nations.
Of the other varieties of Chinese, Cantonese is influential in Guangdong Province and Cantonese-speaking overseas communities, and remains one of the official languages of Hong Kong (together with English) and of Macau (together with Portuguese). Min Nan, part of the Min language group, is widely spoken in southern Fujian, in neighbouring Taiwan (where it is known as Taiwanese or Hoklo) and in Southeast Asia (known as Hokkien in Philippines, Singapore and Malaysia). There are also sizeable Hakka and Shanghainese diasporas, for example in Taiwan, where most Hakka communities maintain diglossia by being conversant in Taiwanese and Standard Chinese.

Cameroon

Chile

Ivory Coast

Switzerland

Republic of the Congo

Central African Republic

Democratic Republic of the Congo

 

The Democratic Republic of the Congo is a multilingual country where an estimated total of 242 languages are spoken. Ethnologue lists 215 living languages. The official language, inherited from the colonial period, is French. Four indigenous languages have the status of national language: Kikongo, Lingala, Swahili and Tshiluba.
When the country was a Belgian colony, it had already instituted teaching and use of the four national languages in primary schools, making it one of the few African nations to have had literacy in local languages during the European colonial period. During the colonial period both Dutch and French were the official languages but French was by far the most important.

Canada

Belize

Belarus

Botswana

Bhutan

The Bahamas

Brazil

 1 student from Brazil

Portuguese is the official language of Brazil, and is spoken by more than 99% of the population. Minority languages include indigenous languages, and languages of more recent European and Asian immigrants. The population speaks or signs approximately 210 languages, of which 180 are indigenous. Less than forty thousand people (about 0.02% of total population) actually speak indigenous languages in the Brazilian territory .

 
 
Language is one of the strongest elements of Brazil's national unity. The only non-Portuguese speakers are members of Amerindian groups, and pockets of immigrants who maintain their heritage languages. Within Brazil, there is no major dialect variation of the Portuguese, but only moderate regional variation in accent, vocabulary, and use of personal nouns, pronouns, and verb conjugations. Variations are diminishing as a result of mass media, especially national television networks that are viewed by the majority of Brazilians.
The written language, which is uniform across Brazil, follows national rules of spelling and accentuation that are revised from time to time for simplification. They are slightly different than the rules in Portugal. Written Brazilian Portuguese differs significantly from the spoken language, with only an educated subsection of the population adhering to prescriptive norms.
 
Many foreigners who speak Portuguese fluently have difficulty writing it properly. Because of Brazil's size, self-sufficiency, and relative isolation, foreign languages are not widely spoken. English is often studied in school and increasingly in private courses. It has replaced French as the principal second language among educated people. Because Spanish is similar to Portuguese, most Brazilians can understand it to a certain degree but find difficulty communicating verbally, while Spanish speakers usually have difficulty understanding spoken Portuguese.
 
In 2002, Brazilian Sign Language (Libras) was made the official language of the Brazilian deaf community.

Bolivia

Brunei

Benin

Burundi

Bulgaria

Burkina Faso

Belgium

Bangladesh

Bosnia and Herzegovina

Azerbaijan

Australia

Austria

Argentina

1 student from Argentina

Argentina is predominantly a Spanish-speaking country — the fourth largest after Mexico, Spain, and Colombia (according to a compilation of national census figures and United Nations estimates, see List of countries with Spanish-speaking populations). Based on the 2010 national census and supporting research, there are about 40.9 million Spanish speakers in Argentina (almost the entire population).

Argentines are amongst the few Spanish-speaking countries (like Uruguay, El Salvador and Honduras) that almost universally use what is known as voseo—the use of the pronoun vos instead of tú (the familiar "you"). The most prevalent dialect is Rioplatense, whose speakers are located primarily in the basin of the Río de la Plata.
 
A phonetic study conducted by the Laboratory for Sensory Investigations of CONICET and the University of Toronto[citation needed] showed that the accent of the inhabitants of Buenos Aires (known as porteños) is closer to that of the Neapolitan dialect of Italian than to that of any other spoken language. Italian immigration influenced Lunfardo, the slang spoken in the Río de la Plata region, permeating the vernacular vocabulary of other regions as well.
As in other large countries, the accents vary depending on geographical location. Extreme differences in pronunciation can be heard within Argentina. One common accent notable to Argentina is the “sh” sounding y and ll. In most Spanish speaking countries the letters y and ll are pronounced like “y” in yo-yo, however in most parts of Argentina will be pronounced like “zh”
 
As previously mentioned voseo is commonly used in Argentina while with its own slight variation. These variations are most obvious in informal commands. When using the Spanish tú form the following sentence would look like this, “venid” (for vosotros, "come [here] [you all]") or “ven tú” [come you], in Argentine Castellano it would be “vení vos” (the imperative form of the verb is illustrated here). Usually, the vos form of verb conjugation (in the indicative) is simply done by dropping the “i” from the vosotros conjugation. See the article on voseo for more details.
In many of the central and north-eastern areas of the country the “rolling r” takes on the same sound as the ll and y ('zh' - a voiced palatal fricative sound, similar to the "s" in the English pronunciation of the word "vision".) For Example, “Río Segundo” sounds like “Zhio Segundo” and “Corrientes” sounds like “Cozhientes”. For those looking to learn this specific dialect, General Linguistics offers a program focusing on "Voseo" Spanish.

Angola

Armenia

Albania

6 students from Albanian origin

The Albanian language is an Indo-European language in a branch by itself, sharing its branch with no other language; the other extant Indo-European languages each in a branch by itself are Armenian and, in some classifications, Greek. Sharing lexical isoglosses with Greek, Balto-Slavic, and Germanic, the vocabulary of Albanian is quite distinct. Once hastily grouped with Germanic and Balto-Slavic by the merger of PIE *ǒ and *ǎ into *ǎ in a supposed "northern group",[6] Albanian has proven to be distinct from these two, as this vowel shift is only part of a larger push chain that affected all long vowels.[7] Albanian does share two features with Balto-Slavic languages: (1) a lengthening of syllabic consonants before voiced obstruents and (2) a distinct treatment of long syllables ending in a sonorant.[8] Conservative features of Albanian include the retention of the distinction between active and middle voice, present tense and aorist.

 

 

Albanian is considered to have evolved from an extinct Paleo-Balkan language, usually taken to be either Illyrian or Thracian, but the relation to modern Albanian is disputed. See also Thraco-Illyrian and Messapian language.

Afghanistan

United Arab Emirates

West Bank

Portugal

Paraguay

Qatar

Romania

Republic of Serbia

Russia

Rwanda

Saudi Arabia

Solomon Islands

Sudan

Sweden

Slovenia

Slovakia

Sierra Leone

Senegal

Somalia

Suriname

South Sudan

El Salvador

Syria

Swaziland

Chad

French Southern and Antarctic Lands

Togo

Thailand

Tajikistan

East Timor

Turkmenistan

Tunisia

Turkey

Trinidad and Tobago

Taiwan

Tanzania

Ukraine

Uganda

United States of America

Uruguay

Uzbekistan

Venezuela

Vietnam

Vanuatu

Yemen

South Africa

Zambia

Zimbabwe

Northern Cyprus

Kosovo

Western Sahara

Somaliland

Language College

Background

 

STMLC WAS successfully designated as a LC in July 2004

CEL appointed for January 2005 as Head of MFL 

 

Main Aims 

To raise the profile of STM as a Language College both within and outside of the College by:

 

1.  ensuring that the languages curriculum was accessible to all students and would lead them to achieve a language qualification (GCSE or alternative equivalent) by Year 11.

2. developing Community cohesion – to establish links with the local community (STMLC Catholic feeder primary schools and other primary schools in RBKC) by undertaking the following:  lead and support in the implementation of the National Languages strategy within their schools; deliver training in language teaching to all primary MFL coordinators in RBKC; work with other community groups (eg. Chelsea and Westminster hospital school/Bamboo learning for Mandarin) and provide support and opportunities for language teaching and learning.

3.  promoting the International Dimension of the College through a broad range of language, cultural and international activities and opportunities throughout the year.

 

Curriculum aims

  • To support students in their language learning and increase the number of students who attain a GCSE grade C or above (or equivalent).
  • To ensure that the curriculum provides opportunities for students to broaden their experience of language learning and to develop knowledge and experience of culture through cross-curricular collaborative events.

 

Community cohesion

Primary Languages Teaching:

We currently deliver French/Spanish at two of our feeder primary schools - St Joseph’s Primary School and Chelsea and Sacred Heart, Battersea. We have previously delivered languages at Westminster Cathedral School, St Anne’s (Vauxhall), St Vincent de Paul, St John Evangelist, Park Walk and Holy Trinity.

Primary LanguagesTraining:

 

We have links with the wider community through our KS2 programme of languages and training to all Primary MFL coordinators in RBKC. Training in language teaching and the latest developments in the NC for MFL is delivered twice yearly.

 

Chelsea Hospital School:

 

We providesupport in language delivery/curriculum/exam expertise to non-specialist teachers at the hospital school; Our students have attended Chinese (Mandarin) workshops at the Hospital school and we recently took part in their Arabic Arts and Culture project - a collaborative project run annually in RBKC involving students from the hospital school and a school in Gaza, Palestine. STM students worked collaboratively with students from the Hospital school to print designs created by students from Gaza onto ceramic tiles which were exhibited at the Leighton House museum, Kensington in November 2012.

 

Philippines Day 15th May 2013:

 

To celebrate and raise the profile of our Filipino community, we are planning a collaborative Filipino language and culture day for Year 9 at STM on 15th May. The day will include a variety of cultural workshops and events such as Filipino Arts and Crafts, Filipino Martial Arts, Filipino Dance and Filipino cuisine. The day will be run by the MFL department in collaboration with the charity, Philippine Generations. Through this charity, which has status as a Supplementary school, we also hope to establish further links and opportunities for our Filipino students to gain accreditation in their native language, Tagalog. 

 

Collaborative links

 

Brazil Day 17th July 2013:

 

As usual the Music, MFL, Art and PE departments will be running this collaborative event providing opportunities for Year 7 to sample the delights of the Brazilian culture. The day will include Samba drumming, Capoeira, Brazilian carnival masks and the fun, competitive Brazil quiz.

 

Christmas From Around the World:

 

Year 7 learn about how Christmas is celebrated in different countries and present their thoughts, ideas and reflections to the group. They also get to sample some delicious European Christmas foods.

 

European Languages Day 26th September:

 

On this day we celebrate not just European languages but all languages spoken around the world with an International Menu in the canteen, the MFL department’s quiz on European languages/dialects in unusual places around the world, prayers and stickers in many languages and general (European) knowledge quizzes.

 

Home languages

Native speakers:

All native speakers have the opportunity to gain a GCSE qualification in their home language. This year languages to be taken for GCSE range from Arabic, Cantonese, French, Italian, Persian to Polish, Portuguese, Russian and Spanish. Each year MFL staff work tirelessly to arrange tuition, practice and instruction in exam technique to these pupils so that they may be successful in obtaining the highest grades at GCSE.

 

TAFAL: Teach a friend a language project:

An annual competition in whichpupils teach other students part of their home language. The winners in 2012 were Nathan Cummins, Cherenet Desta and Connor Collett who taught each other Polish and Amharic.  Well done! The next project is scheduled for 12th June 2013 and will involve all of Year 8.

 

Extra curricular

Chinese Language and Culture courses:

Autumn term course undertaken by Year 7 covering Chinese language, calligraphy, dance, brush paint and Kung Fu.

 

International Film Club:

Students view Foreign films at International Film club during Monday lunchtimes.

 

Overseas links

Spanish exchange school:

 

Our link with La Salle RC school, Santander is now well established. Students and staff from La Salle visited STM last year in April during which time they they made a video and linked with STMLC students for their school visit and attended a joint trip to the Globe theatre for a workshop on Romeo and Juliet. It was very successful and a second visit is planned for April.

 

Sri Lanka project:

 

STMLC has a link with the British Consul to a school in Sri Lanka. We have recently obtained funding for a respical visit.

 

Trips and Exchanges

 

Santander, Spain June 2013:

 

The MFL department is taking 40 pupils on a residential visit to Santander in June 2013. STM pupils will visit our Spanish partner school, La Salle RC School, spending some time in lessons with their partner. They will also undertake a number of cultural trips in the local area and get to practise their language skills.

 

  • Day trip to Boulogne – Yr 7 went on a trip to Boulogne in May 2012.
  • Day trip to Paris – previous  trips by ferry/Eurostar.
  • Residential trip to Paris  -June 2011.

 

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