**ASSOCIATION FOR LANGUAGE LEARNING** 

Trustees' Annual Report Year ended 31 August 2021 ALL report 



## **CONTENTS** 

|Introduction|3|
|---|---|
|Areas requiring support|4|
|Structure, governance and management|7|
|Objectives and activities|8|
|ALL’s partnership events|11|
|Global/International Activity|14|
|Achievements and performance|17|
|Membership|18|
|Services to members|19|
|Financial review|20|
|Representation, partnership and influence|34|
|Plans for future periods|35|



**2** 



## **INTRODUCTION** 

The aims of focused Association for Language Learning activity for this year 2020-21, as agreed with ALL Council, were: 

- **To try to maintain the level of support, and flow of information to members that we had successfully developed during the lockdown periods of 2020** 

- **To expand activity into other areas which were in need of support (a wider range of languages, broader policy areas and different categories of membership – specifically beginning teachers, and teachers outside the mainstream school system** 

- **To maintain the usual publications, information and event flow, with an ongoing online strand of events in case the restrictions created by the coronavirus continued** 

To support these developments, we focused some energies on the website. Additionally, a new team was created at Management Board level: the HMO team includes the Honorary Membership Officer, the Deputy Honorary Membership Officer and a Trustee, who work with the Development Manager on specific tasks. 

Throughout the Pandemic, the Association has supported language professionals through free webinars and website resources. 

Our open access resources and webinars for members and non-members ensured that all language professionals i) had access to a wide CPD offer, ii) were able to develop their online language pedagogy and iii) gained a greater understanding of proposed education policy changes and were able to fully engage in these consultations. At the start of the first lockdown, language teachers needed to radically change their teaching methods for the online world but were at home, isolated from colleagues. Through our webinars, they have shared ideas and experiences in a collaborative and supportive way to feel confident in meeting the challenges of remote teaching and doing the best for their learners. 

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## **AREAS REQUIRING SUPPORT** 

**ECTs and Trainees:** Before Summer 2020 ALL hosted 3 webinars for teacher trainees at the end of their training year, and for NQTs (now renamed ECTs ‘Early Career teachers’), volunteers and staff then worked over Summer on the NQT/ ECT/trainee areas of the website in readiness for the new academic year. We created a new document ‘ALL as your Language teaching career begins’ with pointers to resources on the website and in other ALL repositories of relevance to NQT/ECTs. This ‘Shortcut’ document was the first in a series in ongoing development which point members in different professional contexts towards specific resources, documentation, CPD or information. 

Other Shortcuts are to date: 

- ALL as you complete your training 

- ALL as your Primary career progresses 

- 

- ALL as your Secondary career progresses 

On 24th August 2020, we hosted a special webinar for new NQTs/ECTs, making a good start (with over 130 attending); part of the feedback was that they would like regular informal events with a social aspect throughout the year and ALL responded by creating ‘First Fridays’, which ran every month for the whole academic year. They were advertised through the usual ALL routes (ALLNet, the website, social media, Languages Today etc.) as well as through the ALL Initial Teacher Educators forum. The ‘First Fridays’ were hosted by ALL London, who also put on a special event for the same audience in Autumn and in Spring: _Transmedia in Language Learning, and one in July: Preparing for your ECT years._ 

A proposed joint event between ALL and ISMLA event (live or online) for the same target audience was postponed, but we hope to return to this idea in the new year. 

- Trainees and ECT webpages: https://www.all languages.org.uk/student/ 

ALL also supports the educators and trainers of new language teachers through the active online ITET Forum, and the annual meeting in July – online in 2021. We consulted this group in respect of the DfE **ITET market review** in July 2021 in order to build an internal picture of developments. 

Other priorities were supported through **website developments.** Content was generated and edited by volunteers and updates implemented by the KC Jones team. They included: 

**Launch of the CLIL Zone** https://www.all-languages.org.uk/research-practice/clil-zone/ offered as part of ALLs information service, and in order to signpost the work of other agencies involved in this area of curriculum development. 

This followed the resources launch from ELAPSE, the Erasmus+ project in which ALL had been a partner. 

**Speaking Endorsement:** A major challenge for Language teachers in Secondary schools was in the area of external examinations: the government wished to acknowledge the loss of teaching and learning time throughout 2020 by reducing the burden of exams (without removing content). Their first proposal was to remove Speaking as a formal element of GCSE and require teachers instead to provide an Endorsement of students’ abilities to be reported alongside the GCSE grades. Teachers were encouraged to use ordinary lesson time to gauge students’ levels, based on headings and criteria provided (See _Consultations_ below). 

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In response ALL created a page in the Secondary Zone called Speaking Endorsement which recorded all of the official documents, along with records of consultations and extensive links to articles about the importance of Speaking in the process of teaching and learning a language and different ways of encouraging good habits in speaking. This page has now (August 2021) been re-structured as the Endorsement process is complete, but all content is still available at: https://www.all-languages.org.uk/secondary/speaking-endorsement/ 

Subsequently DfE and OFQUAL launched a consultation on GCSE Content. ALL gathered relevant information and opinion in the Secondary Zone to inform members’ responses. 

https://www.all-languages.org.uk/secondary-old/features-secondary-2/ 

These areas supplemented the pages created last year; https://www.all-languages.org.uk/guidance-on-the-covidaware-languages-classroom/ and https://www.all-languages.org.uk/home-learning-help/, which continue to be maintained. 

**Website capacity:** Given the ongoing expansion in the online activity of the Association in the last year, and the fact that teachers like to have access to recordings of events which they cannot attend in real time, the ALL Board agreed to fund the provision of online space to store video recordings, through a link to _**Vimeo**_ . Some of these are restricted to member areas and some open to anyone. 

**Consultations:** Examples of recordings available include several Consultation Sharing webinars (details below). In these ALL Officers and Trustees share with members (and sometimes non-members) the background and facts surrounding national consultations, clarifying what is actually being asked. In return members share their views on these matters through the Chat function. The members-only model proved effective in helping formulate a collective response to the GCSE Content Review consultation. Various responses from partner associations are also collated on the ALL website, to inform our members and others. 

## See https://www.all-languages.org.uk/news-events/consultations/ 

**New Language Zones:** The purpose and history of Language Zones (normally restricted to members) are described below. In order to expand the range of languages supported by the Association, and also to support teachers and learners, ALL responded to suggestions from the Arabic and the Chinese Language teaching communities to create new Zones. The content is generated and shared by volunteers and partner organisations. 

https://www.all-languages.org.uk/research-practice/language-zones/chinese-language-zone/ https://www.all-languages.org.uk/research-practice/language-zones/arabic-language-zone/ 

These Zones are currently open to all. 

**New Special Interest Group:** ‘Decolonise Secondary MFL Curriculum’ 

Following an article in Languages Today and a Language World session, which sparked much interest, the Management Board agreed a proposal to create this new SIG as part of the social and educational equity agenda. 

https://www.all-languages.org.uk/about/community/special-interest-groups/de-colonising-the-curriculum/ 

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## **Consultations 2020-21** 

**Speaking / Endorsement** (outlined above) – The ALL collective response is published on the website 

**GCSE Content Review** – This review proposed major changes to the content of the GCSE exam for French, German and Spanish and excited much discussion. A variety of documentation and several personal blogs are shared in the Secondary Zone of the website. 

See also https://www.all-languages.org.uk/news-events/consultations/ 

The MB’s Communication Group worked closely with other language associations and stakeholders, including the APPG Modern Languages, 

ALL’s President also wrote to the Department on the matter of Language **Teacher Supply** 

The several webinars associated with these consultations served 

- to raise awareness of the proposals from DfE / OfQual 

- to allow participants to express concerns and raise questions 

- to clarify and exemplify the final proposals 

- to allow participants to share their strategies and suggestions 

- to provide a basis for collating a collective ALL response 


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## **STRUCTURE, GOVERNANCE AND MANAGEMENT** 

ALL is the national association of teachers of foreign languages. It is very largely a volunteer organisation. 

ALL also has Corporate members, publishers, agencies, commercial businesses or partners whose work was severely affected by the pandemic. ALL continued to support them by listing them in the magazine and including updates in ALLNet; there were some losses of members, and of advertising, because of financial circumstances and the Development Manager invested a lot of time in maintaining these relationships. 

Administrative tasks are carried out by our contractor KC Jones conference&events Ltd. who employ one 0.6FTE ALL Development Manager and one 0.6 FTE Events and Membership Administrator. All administrative roles are carried out through a contract in place since August 2018. 

Volunteers are drawn from the membership. They serve on the Council (which advises and makes recommendations to the Management Board), in Language Networks (which represent the major languages taught by members), in Special Interest Groups, and in local Branches, Networks and Primary Hubs. Additionally, they contribute to the Association’s practitioner magazine, Languages Today, website content and to the online Language Zones. 

Successful extended Council meetings were again held in September 2020 to explore ways forward for the Association. 

Elections took place as usual for new Council members from September, and a new President Elect for the academic year 2021-2022, Liz Black, was appointed. 

The Management Board comprises the elected Officers of the Association: President, (President-Elect) and Honorary Membership Officer and up to six persons invited by the Board to hold a three-year tenure as trustees, renewable up to two times, subject to the unanimous approval of the Board. Beyond a period of nine years, should there be a call to renew a member’s tenure, every subsequent year’s tenure has to be agreed unanimously by the whole Board. The - appointment of a Chair and a Treasurer is made from among the invited trustees. Details are here: https://www.all languages.org.uk/about/what-is-all/who-we-are-2/ 

The ALL Development Manager joins the Board meetings. 

The administration of the Association is based at Association for Language Learning, 1A Duffield Road, Little Eaton, Derby, DE21 5DR 

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**OBJECTIVES AND ACTIVITIES** 

## **Objectives** 

The Association is established to promote and support the learning and teaching of natural languages and to encourage an understanding of the importance of languages at all levels in our society. The Association promotes the development of languages education in the United Kingdom to support the language needs and linguistic diversity of the country and its population. It also aims to advance public understanding of the nature of language teaching. 

## **Activities** 

The members of the Association are teachers of foreign languages in all sectors in the UK and other language education professionals. All of our charitable activities focus on the promotion and support of foreign languages education in the UK. The Association comprises the Management Board (as above - the trustees and officers of the Association) which meets four times each year (during the pandemic more frequently as all meetings have been held virtually), a Council (elected by the members) which meets once each year, and Special Interest Groups, including Language Networks, which operate principally through virtual meetings and discussions as necessary. 

The Association supports its members (and the wider community) through: 

Updates – weekly ALLNet message to members, news features on the website and through social media publications – in hard copy and digital format online. 

Events - locally and nationally, in person and online, and in collaboration with partners. 

The many branches, networks and primary hubs of ALL organise their own programmes. They are supported by a Handbook available from the website, and by two termly Roadshow presentations (one for Primary Hubs and one for Branches/Networks), created by the HMO Team and sent out by email to ALL Local leaders, this year using Mailchimp. They are invited to circulate them to their local members in order to keep them abreast of events. In turn a combined version of the Roadshows is developed as a webinar Conversation between the HMO Team and others; this happens termly and is open to all. 

## **Publications** 

The Association publishes one major academic journal, the peer-reviewed Language Learning Journal (which is currently published on behalf of ALL six times a year by Routledge) and is a member-benefit. LLJ’s editorial team and editorial advisory board were expanded during the April 2021 Editorial meeting. It was also agreed that the Editorial Advisory Board should meet virtually twice a year. The first meeting of this Board took place in Autumn 2021. 

ALL has language-specific Language Zones (which were previously journals): _Deutsch Lehren und Lernen_ - the German Zone, _Francophonie_ - the French Zone, _Rusistika, Tuttitalia_ and _Vida Hispanica._ Since September 2012 these publications have been housed in a members’ only area of the ALL website, known as the Language Zones. Work continues on refreshing these zones: the German, French and Spanish Zones are now developed, as reported on above (Website developments). 

https://www.all-languages.org.uk/research-practice/language-zones/ 

**8** 




Also in this area are the two new Language Zones created in 2021 – the Arabic Zone and the Chinese Language Zone (also described above). 

Another related page has been re-designed this year; Practitioner Focus has been re-shaped to include sectors not otherwise visible in the website design, particularly the areas of Adult Education and of English as an Additional Language – in which foreign Language teacher members are often involved because of their awareness of linguistic development. 

Also in this page are articles which cross between sectors and therefore have broad relevance. 

https://www.all-languages.org.uk/research-practice/practitioner-focus/ 

ALL produces a members’ magazine, Languages Today, three times a year; it continues to receive excellent feedback. 

A free edition from 2020 is still downloadable here: https://www.all-languages.org.uk/home-learning-help/ and we provide a digital sampler of new editions as they appear in the website shop. 

From May 2019 the setting, printing and dispatch arrangements for the magazine changed provider. The arrangements continue to be very satisfactory both in terms of production quality and in terms of finance. 

Articles are sought largely from members and from language professionals in specific fields, and this year have covered these major themes: 

Autumn 2020 - Recycling for progression 

Winter 2021 - Closing the gap 

Spring 2021 - The Big Picture 

Digital samplers of these magazines are available for open access in the website shop. 

Where authors have more to say than can be contained in the magazine they are invited to contribute longer articles available as ‘extra content’ on the website: https://www.all-languages.org.uk/research-practice/languages-today/ 

In September 2019 ALL published a supplement to Languages Today, produced in collaboration with cultural and other partners, especially for Primary Schools to support their curriculum development at the moment of the launch of a new Ofsted inspection framework. This was mirrored on the website in order to be accessible to all, and the Primary Zone was also reshaped at that time. The supplement was also recommended by NAHT to all of its member Primary schools. It continues to be openly available. 

The ALL website now features more dynamic contributions from members and others in the form of reports, reviews, anecdotes and blogs, as well as the more traditional articles. 

The online area _Learning from the Classroom_ , which aims to bridge the gap between classroom research and practice, continues to develop: 

https://www.all-languages.org.uk/research-practice/learning-from-the-classroom/ 

- - ALL Council continues to publish Briefings for Language teachers https://www.all languages.org.uk/research practice/ languages-matters/teacher-briefings/ 

In 2020/21, Briefings were superseded by the content of the webpages entitled 

- _Home Learning Help_ 

- _The COVID Aware Classroom_ 

- _Speaking Endorsement_ 

- _The GCSE Content Review collection in Secondary Zone / Features_ 

all of which generated too much content for the Briefing format. 

**9** 




|October 2020|26|GCSE 2021 (revised twice)|
|---|---|---|
|January 2021|27|DfE Consultation on Summer exams 2021|
|February 2021|28|Outcomes of consultation on awarding grades in Summer 2021|
|March 2021|29|GCSE MFL Subject Content Consultations March 2021|



## **Continuing Professional Development / In-service training for teachers** 

This remains one of ALL’s core activities. The Language World conference is the centrepiece of the year’s work in this area. 

The theme of ALL’s **Language World Conference in 2021** , was ‘A rich curriculum for ALL’, held for the first time online at a reduced cost to delegates. 

There were over 575 registrations for the online conference, arranged and hosted by KC Jones. 

- Details are available from this webpage https://www.delegate reg.co.uk/lw2021/ 

The burgeoning of online CPD activity reported last year has continued - in the form of webinars and online conferences organized by ALL volunteers and by ALL Corporate members. 

The accessibility and flexibility of online events has seen a growth in the number of people attending events of this sort and ALL has expanded its provision to catch the mood: we have initiated four new regular events this year: 

- An annual Primary Languages Conference (ALL Primary Languages Online Conference) code-named ACAPULCO in the Autumn term – the pilot event had a large audience and gained excellent feedback 

- A termly online event for Primary teachers – PHOrum – which aims to allow new speakers to come forward and develop their skills. (PHOrum = Primary Hub Online Forum) 

- The same model for Secondary teachers – STALL. (STALL = Secondary Teachers at ALL). 

- The First Friday monthly event for Trainee teachers and ECTs especially (described above). 

## **TiLT Seminars and Roadshows** 

ALL London was in a strong position to be able to respond quickly to teacher needs for online CPD relating to distance learning having built up experience in running webinars (these began in in 2011 using Adobe Connect) and having coordinated several annual conferences on the use of Technology in Language Learning with the support of corporate sponsors Sanako and Linguascope, and the expertise of members and independent consultants. 

We also continued our online versions of the termly Roadshows created for ALL Local groups (now structured as Conversations), arranged information / consultation sessions on various proposals, and ALL local groups responded to the need of Language teachers to get together by setting up informal Lockdown Lunchtime events, webinars, Show and Tell events etc. 

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## **ALL’S PARTNERSHIP EVENTS** 

ALL collaborated with the British Council and the Cultural partners in a project around the celebration of Speaking. **Express Yourself in Lockdown** was an online activity for learners and language speakers, of all ages, asking them to record a short oral presentation (a recitation, an anecdote etc.) which was uploaded to a YouTube channel. The celebration event ran over several weeks and encouraged schools and colleges to run their own internal events on the same theme. It culminated with a live online event hosted by the British Council. 

https://www.britishcouncil.org/school-resources/languages/express-yourself-lockdown 

**ERASMUS+ DIPS project** (Developing International Projects programme) has been given an extension, and ALL Trustee Jane Harvey is liaising with Corporate Member LFEE. 

ALL also collaborated with International Newcastle and partners in the North-East of England on the 2021 **Express Yourself North-East Festival of Languages,** which ran for several weeks but had a Festival Week at its heart; this included recorded and live events, and activities for learners (and for families) of all ages and coved a wide range of languages. 

https://expressyourselfne.com/ 

ALL volunteers collaborated with the Institut Français in their annual French Pop Video competition, providing judges and dissemination. 

ASCL (Association of School and College Leaders) produced toolkits to support transition from Primary to Secondary schools in Languages (French, German, Spanish) with support of the ALL Primary Steering Group. 

https://www.ascl.org.uk/Help-and-Advice/Primary-education/KS2-KS3-Language-Learning-Transition-Toolkit 

These were subsequently expanded through an initiative of the new Chinese Language Zone volunteer group with a version for Mandarin. 

ALL has been commissioned this year by the National College to create several video webinars, and has supported volunteers in developing these: 

- Primary and Secondary Deep Dive 

- GCSE Content Review 

- Primary and Secondary OfSTED Research Review 

ALL volunteers also worked with Corporate member Languagenut on their Question Time event; with Sanako in promotion of a new resource as part of an international communication event, and with Teachers Talk Radio on a podcast exploring the role and contributions of Subject Associations. 

https://www.ttradio.org/listenback/episode/44f1119e/the-saturday-lunch-with-tom-hopkins-burke-10-07-21 

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## **Further collaboration** 

ALL has collaborated with Corporate members and others in the provision of online CPD and other support, e.g. Manchester Metropolitan University who ran three webinars under shared auspices with excellent feedback: 

_“Isabelle and I would like to express our gratitude to you and to the ALL for the support in delivering the INSETs on Using short films for the language classroom._ 

_We would not have reached the number and variety of teachers and future teachers who have registered for both events without your kind and effective support in the organisation and in the assistance with the technical support._ 

_It is amazing to see that almost 400 teachers registered from all over the world!_ 

_Participants in yesterday’s Inset were grateful for having a bespoke event for Arabic teachers as these are “very rare”. At least for the ones who have answered the post-questionnaire, it was the first time that they have attended an event organised by the ALL or by us. The feedback in the pre- and post-questionnaire of yesterday’s event demonstrates that there is a need for this type of workshop._ 

_Some comments on what they found more interesting/useful and the impact of the workshop include the following:_ 

- _“The technical discussions were particularly original and in depth”._ 

- _“I learned new methods to analyse and discuss different aspects about the films such as technical elements, etc.”_ 

- _“I have learnt to focus more on details rather than focusing on vocabulary or listening activities”._ 

- _“The handouts shared on Padlet are very useful.”_ 

- _“Since the participants were from different parts of the world, it was an enriching experience to hear different thoughts and analysis.“_ 

- _“The interactivity among participants gave a notion of how I can do the same in my class, especially that I’m teaching online.”_ 

- _“I will focus on using more videos specially in my IB classes. A video can cover different topics (cultural, social, health, traditions, individual and the society...) and has a lot of details which allow to develop students’ observation and thinking as well when they will be asked to related them to other topics or things they learned. The use of videos can create an interactive class where students will ask and give their opinion and develop new ideas about the language and the topics.”_ 

_I hope we can organise more events next year with your support”._ 

Carmen Herrero, Manchester Metropolitan University 

The ALL collaborative COVID 19 response webpage has been maintained: 

- - - https://www.all languages.org.uk/home learning help/ 

This signposts a range of resources and websites; ALL added to the Primary Zone this year a Primary Compendium aimed at non-specialist teachers who were being asked to deliver Language lessons when the usual teacher was not available (because of COVID re-organisation). These include online lessons, video resources, printable resources etc, curated by the Primary Steering Group. 

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## **Events for language learners** 

The majority of these activities, such as Language Days, competitions and festivals, take place locally, https://www. all-languages.org.uk/about/community/local/, or are organised by language networks. They cover a range of languages and add value to our work through engaging young language learners; examples include 

- the annual ALLNE writing competition to mark the European Day of Languages in 2020 called _‘International city’_ which had to be managed online at a time when schools were under significant stress but still attracted some great entries nationally in a range of languages. 

- Express Yourself in Lockdown (described above) 

- EYFoLNE (described above) 

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**GLOBAL/INTERNATIONAL ACTIVITY** 

## **Overseas professional links and contacts** 

ALL continues its membership of the world federation of associations of language teachers, FIPLV, and in the international federations of associations of teachers of French and German, FIPF and IDV and has contributed articles for its readers around the world. 

Since FIPF launched its ‘Jour du prof’ and ALL collaborates with the Institut Français (IFRU) to promote this event nationally and locally. 

The Chair of Management Board is a member of the IDV’s Language Policy SIG, which has published an online guide - on language policy and agency for language associations across the globe: https://idvnetz.org/handreichungen verbandsarbeit-erfolgreich-gestalten 

In 2020 ALL was approached by Francophonia, a teacher training body based in Nice which operates on a principle of solidarity with teachers of French around the world. Francophonia organises an annual Université de l’été in Nice and offered bursaries to ALL members wishing to attend. This clearly was not possible in 2020. In 2021 they renewed the invitation and also offered the possibility of teachers joining the events online, where there were health concerns. 

In August 2021 a group of ALL Members took advantage of this generous offer, some attending in person to benefit from the environment and the muliti-national aspects of the event. 

## **Erasmus+** 

Following successful involvement in recent Erasmus+ projects Grail, ALL is now a member of the international team developing a game called _Knights of the European Grail_ , aimed at Secondary-aged learners, and has a historical / geographical storyline. 

Progress has been affected by the pandemic and all meetings have been online to date. 

## **How our activities deliver public benefit** 

ALL’s ongoing response to the Coronavirus crisis is exemplified above. 

As well as Member-only resources, ALL provides many of its updates and articles in the open-access areas of the website to support the wider community of language professionals in line with a public service ethos. 

- e.g. https://www.all languages.org.uk/news/ 

and the areas of Guidance and Advice for Primary and Secondary professionals. 

The new Chinese and Arabic Zones are currently open to all, to encourage members of these communities to contribute and consider joining the Association. 

Feedback on the Arabic Zone launch with 60+ booked participants: 

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## _Twitter:_ 

_“It was an amazing evening with the Arabic show and tell evening. Full of creative ideas and enthusiasm. Thank you ALL for all your hard work towards all languages. Really enjoyed every moment”. Fatima_ 

_Email_ 

_“Dear ALL_ 

_I want to say thank you so much for the amazing evening yesterday, I enjoyed it so much and I am looking forward to adding more resources on the site and share the work with the whole world. Thank you so much for giving this opportunity, this was my dream and made it realizable”. [Member]_ 

Members (individual, group, corporate) are the direct beneficiaries of our activities but ALL events and a number of our services are open to all teachers of languages, regardless of whether they are members or not, thus providing opportunities for all language teachers to receive both information and professional development focused on their needs. 

Some of the funded work we have done in the past has allowed us to develop resources and other services (often online) which are still freely available to language teachers everywhere, such as Language Futures, the ALL Literature wiki, ALL Connect CPD resources and the associated themed wikis, and all of the resources of THE LANGUAGE MAGICIAN and ELAPSE. 

Some ALL local groups also provide wide support through their online work: webinars are hosted regularly by ALL London, for instance, recorded for later viewing on request and advertised on social media. 

Through its activities for learners ALL also supports and promotes language teaching in the UK. This benefits not only the learners themselves but also the teaching community, in so far as these initiatives promote lifelong language learning, raise aspirations, and illustrate, for example: 

- the achievements of older role-models 

- the value of travel and study abroad 

- the extensive role of the Language teaching profession 

The also provide additional enrichment activities upon which language teachers are able to build to enhance the progress and achievement of their students. 

Dedicated pages on our website house information to support all language teachers: 

- - - Why study languages? - http://www.all languages.org.uk/resources/why study languages 

- - - - Making the case for languages (resources) - http://www.all languages.org.uk/resources/why study languages/making the-case-resources 

News - https://www.all-languages.org.uk/news 

Corporate Member News - https://www.all-languages.org.uk/news/corporate-member-news 

Challenges & Competitions - https://www.all-languages.org.uk/calendar_events/challenges-and-competitions 

Features - https://www.all-languages.org.uk/research-practice/languages-matters/features 

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Specific public benefit is delivered through the ALL website, www.all-languages.org.uk, and other allied websites, wikis and blogs maintained by different groups and individual volunteers within ALL, or by previous ALL staff. 

ALL strives to support discrete groups of teachers who may need specific support, or be isolated from the mainstream: 

- the Primary sector (as described above) 

- new language communities (Arabic and Chinese as described above) 

- sectoral interests (through Practitioner Focus) 

- ECTs and trainee teachers (through online publications in the Learning from the Classroom area, through targeted events and webinars) 

This support is especially important in times of continuing financial stringency, when many structures have disappeared, when teachers risk isolation (e.g., in Primary) and when there are shrinking departments in Secondary schools 

As ALL’s objectives are focused entirely on languages, the Association is regularly involved in national debate and policy-making through work with Government and other bodies, making an important contribution to education and public life which has never been more in demand. 

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## **ACHIEVEMENTS AND PERFORMANCE** 

## **National context** 

This year has been an exceptionally complex one for teachers in general and teachers of Languages in particular, given the constraints and complexities generated by the pandemic, and variations of policy with regular changes in relation to: 

- remote teaching, class teaching, hybrid teaching, health considerations for groups (relating to speaking, for instance), changes in public examinations, conflicts between institutional expectations (e.g. of data collection) and national expectations (e.g. around exams). 

- New Year 2021 brought further school closures and concomitant challenges. 

Developments in policy, and proposals for developments, are reflected in the ALL Briefings / website content (outlined above). 

In 2020-21 these include: 

- GCSE Speaking Endorsement 

- GCSE examination arrangements for 2021 

- GCSE Content Review consultation (outcome expected) 

- ITT Market Review 

- Impact of Brexit 

- OfSTED Research Review 

_Language Trends 2021_ (an annual publication now provided by British Council) reported: 

Teachers and pupils faced unprecedented challenges during the 2020-21 school year because of Covid-19. Headline findings in this year’s report include: 

- language teaching was suspended at one in five primary schools in January 2021 due to Covid-19 

- two in five pupils in Key Stage 3 (age 11-14) at state secondary schools did not engage with language learning during the first national lockdown, leading to time lost to language learning for a lot of pupils 

- significant decline in international activities at primary and state secondary schools, such as partnering with a school abroad, involvement in international projects and hosting a language assistant 

- while French is the most popular language at primary, Key Stage 3 and GCSE, Spanish is the most popular A-level language for the second year in a row 

- ninety-eight per cent of teachers were ‘much better prepared’ for online teaching in 2021 than in 2020 

- increase in resourcing and opportunities for online, language-specific Continuing Professional Development – in-service training for teachers to improve their skills and knowledge 

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## **MEMBERSHIP** 

## **Membership fees have been kept at the same rates for some years now:** 

https://www.all-languages.org.uk/join/become-a-member/ with special rates for trainees / ECTS, a low group rate for Primary schools and concessions. 

For the launch of the new Zones this year the Board agreed that teachers of Arabic (many in the supplementary sector and unsalaried) would have access to the concessionary rate. 

We also use discounts at special events to attract new members. 

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## **SERVICES TO MEMBERS** 

The Language Learning Journal, which is managed by Routledge on behalf of ALL, has a small team of editors. It continues to build a high international reputation and to bring significant funds into the Association as well as helping us maintain a high reputation as a professional body. During the period of this report the number of annual editions has been increased to respond to demand for space. 

ALL uses online environments to enhance the offer to members by providing up-to-the-minute information (through our website and weekly ALLNet newsletter); the website also functions as an online repository for ALL resources and background information. 

ALL maintains an active social media profile with a Facebook presence and a Twitter account; messages about events, policy developments, etc. are regularly posted via social media. 

The weekly ALLNet electronic bulletin is supplemented by ALLNet Extra bulletins to promote the services, work and special offers of our corporate members, or to highlight learning and teaching opportunities for students and teachers. 

ALLNet lists events from ALL locally and national; an Events calendar is also maintained on the website where additional news items and statements on policies affecting language teachers are published in the News section. 

Much of our direct work with members is carried out locally by ALL’s regional and local networks, led by volunteers, - who continue to be very active. https://www.all languages.org.uk/about/community/local/ 

Their programmes are planned and delivered independently according to local priority but ALL provides termly Roadshow presentations with suggestions of current themes or items to advertise; archived here: 

- - https://www.all languages.org.uk/about/community/sector/primary sig/ 

In 2020-21 we updated the communications route to local volunteers by creating Mailchimp distribution accounts for the 3 groups: 

- Primary Hubs 

- Branches 

- Networks 

These are linked to the ALL database. 

ALL Local groups continue to thrive and new Local groups were created this year: 

- ALL West Midlands Branch 

- ALL Cambridgeshire Branch 

- ALL South Coast and Isle of Wight Branch 

In addition, the ALL Peterborough Network has expanded its work with an active EAL Hub, exploring synergies between foreign language teaching and teaching children who learn English as an Additional Language. 

As ever, members benefited from discounted fees for Language World attendance and many members and nonmembers contributed as speakers at the event. 

Conference logistics were managed once again by KC Jones conference&events Ltd. on behalf of ALL. 

**19** 



REGISTEREDCHARITYNUMBER..1001826
REFDRTOFTHETRUSTEESAND
UNAUDITED FINANcIALSTATEmE￿FS
FOR THE YEARENDED 31 AUGUST2021
FOR
ASSOCIATIONFOR LANGUAGE LEARNING
MapleAccountancyLtd
85 Friar Gale
Derby
Derbyshire
DEI IFL
20

ASSCKIATION FOR LANGUAGE LEARNING
EP
FTHET
TEE
THE YEA
ENDED
21
The trustees present their report with the financi31 slalements of the charity for the year ended 51 August2021.
The trustees have adopted the provisions of Accounting and Reporting by Charities. Statement of Recommended Practice
applicable to charities preparing their accounts in accordance with the Financial Reporting Standard applicable in the UK
and Republic of Ireland IFRS1021 (effective I lanuary20191.
sTRU￿uRE.GOvERNANcEANDMANAGEME￿t
Governing document
The charity is controlled by ils goveming document. a deed of trust and constitutes an unincorporated charity.
REFEREKEANDADMINISTRAfflVE DETAILS
Registered Charity number
1001826
Principaladdress
IA Duffield Road
Little Eaton
Derby
DE215DR
Trustees
ProfessorRenéKoglbauer
Richard Fairbairn
larn BauckhamCBE Iresigned13.12.201
Steven Fawkes
jane Harvey
Helenmyers MBE
ProfessorKim Bowerlappoinledl.9.201
Professor Anr)2 Lise Gordor)
Independent Examiner
MapleAccounlancy Ltd
83 Friar Gate
Derby
Derbyshire
DEI IFL
Solicitors
Brethertonssolicitors
16 Church Street
Rugby
Warwickshire
CV21 SPW
Approved by orderof the boardof tru51ees on17 March2022and Signed on its behalf by.
ProfessorRené Koglbauer-Trustee
21

I am qualified to undertake the examination because I am registered member of CIMA which is one of the listed bodies. 

## Jay Roberts 

**22** 



ASS
IATION FOR LANGUAGE LEARNIN
TATEMENT
THE YEA
F FINAN
ENDED
IALA
TIVITIE
21
Unrestricted
fund
Restricted
fund
2021
Total
Funds
2020
Total
Funds
Notes
INCOME AND ENDOWME￿[5 FROM
Donation5 and legacies
Other trading activities
Investment income
88,264
92.082
66
112.033
200,297
92.082
66
91,274
101.983
258
Tot21
180,412
112,033
292,445
193,495
EXtENDttURE ON
Raising funds
Other
23,251
95.670
23,251
95.670
34.872
88,857
123.729
Total
118,921
61,491
118.921
NET INCOME
112.033
173,524
69.766
RECONCILIAfflON OF FUNDS
Total funds brought lorward
TOTAL FUNDS CARRIED FORWARD
189.514
30.549
219.863
150.097
251.005
142.582
395.387
219.863
23
The notes form part ofthesefinancial statement5

ASSOCIATION FOR LAKUAGE LEARNING
BALAN
HEE[
21
Unrestricted
fund
Restricted
fund
2021
Total
Funds
2020
Total
Funds
Notes
HXED ASSEts
Tangible assets
53
53
1,706
CURRENT ASSEts
Debtors
2,268
100
294,845
297.211
2,268
100
437.225
15.025
100
245.043
Investments
Cash at barnk
142,382
142,382
Total
439.593
260.168
CREDITORS
Amountsfalling due within one year
146259)
146,2591
142.0111
NET CURRENT ASS￿5
250,952
142,382
393,334
218,157
TOTAL AssEfs LESS CURREMt
LIABILITIES
251,005
142,382
393.587
219.863
NEf ASSEts
251,005
142,382
393.587
219.863
FUNDS
Unrestricted funds
251.005
142.582
189.514
30,549
219.863
Restricted funds
593.587
The financial slalements were approved by the Board of Trustees andauthori5ed for issueon17 March 2022 and
were 51Rnedon its behalf by..
ProfessorRené KoRlbauer-Trustee
The notes form part ofthese financial statement5
24

ASSOCIATION FOR LAKUAGE LEARNING
TE
THE FINAN
THEYEA
ENDED
TATEME
21
I. ACCOUMll￿ F¥)LICIES
Basisotpreparingthefinancialstatements
The financial statements of the charity. which is 3 public benefit enlily under FRS102, have been prepared in accordance
with the Charities SORP IFRS 1021 'Accounting and Reporting by Charities.. Statement of Recommended Practice
applicable lo charities preparing their accounts in accordance with the Financial Reporting Standard applicable in the UK
and Republic of Ireland IFRS 1021 lefFeclive I january 20191,, Financial Reporting Standard 102 'The Financial Reporting
Standard applicable in the UK and Republic of Ireland, and the Charities Act 2011 The financial 51alements have been
prepared under the historical cost convention.
Income
All income is recognised in the Statement of Financial Actriities once the charity has entitlement to the funds. it is
probable that the income will be received and the amount can be measured reliably.
Expenditure
Liabilities are recognised as expenditure as soon as there is a legal or constructive obligation commilling the charity lo
that expenditure. it is probable that a transfer of economic benefits will be required in settlement and the amount of the
obligation can be measured reliably. Expenditure is accounted lor on an accruals basis and has been classified under
headings that aggregate all cost related to the category. Where c051$ cannot be directly attributed to particular
headings they have been allocated lo activities on a basis consislenl with the use of resources.
Tangiblefixedassets
Depreciation is provided at the following annual rates in order to write ott each asset over its ¥timaled useful
Taxation
The charity is exempl from tax on its ch2ritableaclivilies.
Fundaccounting
Unrestricted funds can be used in accordance with the charitable objective5 al the discretion of the trustees.
Restricted funds can only be used for particular restricted purposes within the objects of the charity. Reslrittion5 arise
when specified by the donor or when funds are raised lor particular restricted purposes.
Further explanation of the nature and purpose of each fund is included in the notes to the financial 5tstements.
Hire purchaseand leasing commitments
Rentals paid under operating leases are charged to the Statement of Financial Activities on a 5traighl line basis over the
period of the lease.
continued...
25

ASSOCIATION FOR LAKUAGE LEARNING
TE
THE FINAN
THEYE
ENDED
TATEMEW .
21
in
2. OTHER TRATh￿ ACMVMES
2021
2020
Branch income
Language World
Subscriptions
1,800
13.6461
93.928
92,082
14.793
4,865
82.525
101,983
3. INVESTME￿ INCOME
2021
2020
Deposit account interest
66
238
4. RAISING FUNDS
Raising donations and legacies
2021
2020
Branch Expenditure
Support costs
4,419
18.808
23.227
11,827
23.045
34.872
5. TRUSTEES, REMUNERATION AND BENEFITS
There were no trustees, remuneration or other benefitsfor the year ended 31 August 2021 nor for the year ended 51 August
2020.
Trustees'expenses
Therewere notrustees. expense5 paid forthe year ended 31 August 2021 nor for the year ended 51 August 2020.
6. COMPARATIVESFOR THE STATEMENTOF FINANCIALACTIVITIES
INCOME AND ENDOWMEWS FROM
Unrestricted
funds
Restricted
funds
Total
funds
Donations and legacies
Other trading activitie5
Investment income
91.274
101.983
258
91.274
101.983
258
Total
193.495
193.495
EXPENDtruRE ON
Raising funds
34.872
34.872
continued...
26

ASSOCIATION FOR LAKUAGE LEARNING
TE
THE FINAN
THEYEA
ENDED
TATEMEW .
21
in
6. COMPARATIVESFOR THE STATEMENTOF FINANCIALACTIVITIES- continued
Unrestricted
funds
Restricted
fund5
Total
funds
Other
88.857
88.857
Total
123,729
123.729
NEtINCOME
69.766
69.766
RECONCILIAfflON OF FUNDS
Totsl funds brought fomard
119.748
50.349
150,097
TOTAL FUNDS
189.514
50.349
219.863
CARRIED FORWARD
7. TANGIBLE RXED ASS￿5
Fixtures
and
fittings
COS[
At I September 2020 and
31 August 2021
42.935
DEPRECIAMON
At I September 2020
Charge for year
At 31 August 2021
41.229
1.655
42,882
NET BOOK VALUE
At 31 August 2021
At 31 August 2020
53
1.706
continued...
27

ASSOCIATION FOR LAKUAGE LEARNING
TE
THE FINAN
THEYEA
ENDED
TATEMEW .
21
in
8. DEBTORS. AMOUNTS FALLING DUE WITHIN ONE YEAR
2021
2020
Trade debtors
VAT
2.020
14.483
542
2.268
15.025
9. CURRENT ASSET INVESTMENTS
2021
2020
Shares in group undertakings
100
100
10. CREDITORS: AMOUNTS FALLING DUE WITHIN ONE YEAR
2021
2020
Trade creditors
Other creditors
810
45.449
1,288
40.725
42,011
46,259
11. MOVEMENT IN FUNDS
At
1.9.20
Net
movement
in funds
At
51.8.21
Unrestr￿ed funds
General fund
189,514
61,491
251,005
Restricted functs
Margaret Truss Fund
Language Futures
japanese Emab35sy Grant
japanese Emabassy Grant-
additional funding
KAI CLIL Courses
Erasmus KA2
21.150
245
21.150
245
5,033
5,035
3,945
5,945
105,836
8.197
103.836
8.197
30,549
219.863
112.033
175,524
142.582
TOTAL FUNDS
393.387
continued...
28

ASSOCIATION FOR LAKUAGE LEARNING
11. MOVEMENTIN FUNDS- continued
Net movement in funds. included inthe above are asfollows
Incoming
resources
Resources
expernded
Movement
in funds
Unrestricted funds
General fund
Restricted funds
KAI CLIL Courses
Erasmus KA2
180.412
-118,921
61,491
105,836
8.197
112.055
292.445
103.836
8.197
112.055
175,524
TOTAL FUNDS
-118,921
Comparatives for movement in funds
At
1.9 20
Net
movement
In fund5
At
31.8.21
unreStr￿ted funds
General fund
119.748
69.766
189.514
Restricted funds
Margaret Truss Fund
Language Futures
japanese Emabassy Grant
japanese Emabassy Grant-
additional funding
21,130
243
5,033
21,130
243
5,033
3.945
3.945
30.549
150,097
30.549
219,863
TOTAL FUNDS
69.766
Comparative net movement in fvnds. included in the al)oveare as follows..
Incoming
resources
Resources
expended
Movement
in funds
Unrestricted funds
General fund
193.495
-123.729
-125.729
69.766
69.766
TOTAL FUNDS
193.495
Comparative net movement in fund5, included in the above are asfollows
continued...
29

ASSOCIATION FOR LAKUAGE LEARNING
11. MOVEME￿ IN FUNDS- continued
A current year12 months and prior year12 months combined p051tion is asfollows".
At
1.9.19
Net
movement
In funds
At
51.8.21
Unrestricted funds
Gernera1￿rnd
119,748
131,257
251,005
Restricted funds
Margaret Truss Fund
Language Futures
japanese Emaba55y Grant
japanese Emabassy Grant- additional
fundinR
KAI CLIL Courses
Erasmus
21,130
245
5,033
21.130
245
5,033
3,943
3,943
103,836
8,197
142.382
393.387
103,836
8,197
112.033
50.349
150.097
TOTAL FUNDS
245,290
A current year12 months and prior year12 months combined net movement in fund5. included in the above are a5 follows".
Incoming
resources
Resources
expended
Movement
in funds
Unrestricted funds
General fund
373,907
1242.6501
131,257
Restricted funds
KAI CLIL Courses
Erasmus KA2
103.836
8.197
112.055
105,836
8.197
112.035
TOTAL FUNDS
485,940
1242,6501
245,290
continued...
30

ASSOCIATION FOR LAKUAGE LEARNING
12. RELATED PARTYDISCLOSURES
Therewere no related party transactions fortheyear ended 31 August 2021
31

ASSOCIATION FOR LAKUAGE LEARNING
DETAILED
TATEME￿[
THE YEA
ENDED
FHNAN
IALA
T2
21
VME
2021
2020
INCOME AND ENOOWMENTS
t)onations and legacies
Grants and donations
200.297
91,274
Other trading activities
Branch income
1,800
13.646)
93.928
14.793
4.865
82.525
Language World
Subscription5
92.082
101.983
Investment income
Deposit account interest
Totsl incoming resources
66
292,445
238
193,495
EXPENDITURE
Raising donations and legacies
Branch Expenditure
Other trading activities
Bank interest
Other
External staff costs
4.419
11,827
24
67.000
28.670
95,670
Purchases
23,746
88,857
Support costs
Finance
Bank charges
2,174
2,296
Infom)ation techrKAogy
IT Software & Consumables
6,311
6,062
Human resources
Sundries
350
Other
Insurance
Carried forward
2,004
2,004
2,244
2,244
This page does not fomi part ofthe stalulorythnanciJ statements
32

ASSOCIATION FOR LAKUAGE LEARNING
DETAILED
TATEMENT
THE YEA
ENDED
F FINAN
IALA
21
VITIE
2021
2020
Other
Brought forward
Postage and stationery
Depreciation of tangible fixed assets
2,004
445
1,655
4,102
2,244
3.486
1,655
7,383
Other 2
Advertising
Govemance costs
263
1,094
Accountancy and legal fees
Total resources expended
Net income
5,628
118.921
175,524
6,210
123.729
69.766
This page does not form part of the slalutory financial statement5
33

## **REPRESENTATION, PARTNERSHIP AND INFLUENCE** 

ALL has been represented by officers, trustees or other expert members on panels and groups where languages education is discussed, bringing the voice of teachers into these debates; ALL representation will continue largely through volunteers and through the ALL Development Manager. 

Groups range from those convened by government, to advisory panels for other bodies in languages education (e.g. publishers, examination boards and awarding bodies, Language Alliance), to expert groups convened by other agencies (e.g. CfSA). 

ALL has over forty key partners with whom it works on a regular basis. They encompass all educational sectors and include UK and EU governmental and non-governmental bodies, foreign embassies and cultural institutes, other professional and subject associations in the UK and abroad, private companies and others. During the period covered by this report ALL has continued to benefit from its relationship with IFRU (the Institut français in the UK), the GoetheInstitut in London, the Consejeria de Educacion, British Council, the DAAD, the Austrian Cultural Forum and new cultural partners contacted in the development of the new Zones. 

ALL continues to have close relationships with 

- NALA (National Association of Language Advisers) 

- ISMLA (independent Schools Modern Languages Association SALT (Scottish Association of Language Teachers) 

- ASCL (Association of School and College Leaders) 

- CLIE (Committee for Linguistics in Education) 

- RIPL (Research into Primary Languages) 

- UCML (University Council of Modern Languages) 

- and others 

During the report period ALL volunteers has been working collaboratively with several international partners on the design and delivery of resources for the Erasmus+ project: Knights of the European Grail. 

This project centres on the creation of an online game, aimed at secondary-aged students, in a variety of European Languages. The game is based in the Middle Ages in several European countries and will include Virtual Reality and Augmented Reality elements as an innovative approach. 

The profile of the Association continues to be high, as measured by references from other bodies, and in perception of the Association’s activity in the mind of members and the broader community of Language professionals. 

**34** 



## **PLANS FOR FUTURE PERIODS** 

The Association’s medium-term strategy is to keep under review the structure established in August 2018 with a view to creating additional paid roles as we see that finances become increasingly more stable. 

The Board, with advice from ALL Council and Editors, will keep its overview of Language Learning Journal, and has no plans for reforming Languages Today magazine as it presently operates, beyond seeking further advertising revenue, without detriment to the editorial content, in order to continue to build its economic viability. 

Language World 2022 sees a return to an in-person conference and is in planning with the title: Language Learning for Social Justice. Volunteers are planning a workshop online for prospective speakers on writing their submissions. 

**35** 



Association fv
Language Learning