Trilingualism at Work in Portugal

Having just returned from a few days in Oporto, it was interesting to see how a Portuguese city seems to be leaving its Galician counterparts behind in terms of trilingualism. The manner in which many Portuguese working in the public service sector can switch to English (and Spanish) at will is impressive.

This reinforced my belief that young Portuguese have better general levels of English, and most notably, infinitely superior pronunciation to that spoken in Spain. Their willingness and confidence in their ability to switch to English or indeed Spanish is striking. For me personally, this was not a great help as I was in Oporto with the intention of practising my Portuguese. However, I also learned that my own Portuguese seems to have been infiltrated by Spanish pronunciation traits, since on more than one occasion in cafes and hotels, I got a response in Spanish to my foreign accented and laboured Portuguese!

Never having taught there, I cannot comment too much on the role of English (or Spanish) in the Portuguese education system, but as I have said before I don’t think formal education is the main issue here. I am in no doubt that the heavy presence of English in its natural state (i.e. original version with subtitles whether for films, news reports or TV programmes) has had a huge impact.

Coincidentally, while travelling on the bus down to Oporto, I read an article in El País about this very subject by Fernando Galván (a professor of English philology and Rector of Alcalá University).

Here is a summary of the cultural, educational and linguistic reasons why Spaniards are struggling to master English:

1. Naturally speakers of Latin-based Romance languages are at a disadvantage to speakers of Germanic languages (Swedish, German, Dutch, etc.). English belongs to the latter linguistic grouping and therefore speakers of Germanic languages have a big head start in terms of grammar, vocabulary, syntax and so on.

True, but why is it that the Portuguese appear to speak better English than the Spanish?

2. The difference in the Portuguese vowel systems has to be taken into account. With only five vowel sounds, Spanish speakers are going to struggle to recognise and replicate the dozen vowel sounds (excluding diphthongs) of English. If in your native language you know the letter A is not always pronounced in the same way, it becomes easier to overcome this difficulty.

In my opinion, this is a minor factor. While studying Portuguese with Galicians, I felt the wider range of vowel sounds I was familiar with gave me an advantage in pronunciation that helped to make up a bit for the huge disadvantage I had in terms of vocabulary, grammar and syntax. Also it was easy for me to distinguish between the letters B and V or C and Z. However, Galicians have more vowel sounds at their disposal than Castilians yet their English pronunciation is not noticeably better.

The socio-cultural factor is key:

3. It has clearly been demonstrated that the socio-cultural environment, particularly having a wide range of audio-visual material around us, makes it much easier to learn a language. Why is it that after so many hours dedicated to study, Spaniards struggle to understand or communicate in English in daily life? The important factor is that, except in exceptional or limited cases, the majority of the population is hardly exposed to spoken English at all. When the student leaves the classroom, his or her exposure to oral English ends there. It is rarely heard on the radio, on television or in the cinema. In other countries like Portugal however, they don’t dub American TV series and films are shown in original version with subtitles. Franco ensured that all audio-visual materials from other countries were dubbed, allowing for the Hispanisation and linguistic unity of all foreign voices and accents. Spain has never really emerged from this bubble, while from a very early age, Polish, Swedish, Dutch or Portuguese students are accustomed to daily exposure to spoken English. At the end of the school day, they watch cartoons or other favourite TV series in English and barely notice they are still learning outside class.

Galván acknowledges that the situation regarding English in Spanish schools is gradually improving. However, in my view it still remains the case that young Spaniards are too heavily influenced by Spanish phonetics when trying to learn English, while young Portuguese might be reasonably familiar with the sounds of English before they are even capable of reading the subtitles. English pronunciation remains a major weakness in Spanish schools where there are too many teachers who do not have enough familiarity with spoken English and therefore cannot make it an integral part of classroom learning.

This brings me back to the question of trilingualism in Galician schools. Whether or not English can really make up a third of the system remains to be seen (it certainly seems a long way off to me). Whether it should is another matter. It's funny how imposition is rarely mentioned where English is concerned even though it's not the native language of anyone here other than a handful of immigrants like myself. But I feel the most forward-thinking step central and regional governments could take would be to look at what can be done to reduce dubbing and increase subtitling throughout Spanish media. People want to enjoy these programmes or films anyway, and it would just be a case of getting used to viewing them the way they were intended to be seen. Not that I’m holding my breath for this to happen, mind you. José Luis Cuerda, the Spanish film director, recently referred to dubbing an "una auténtica mierda" (a load of crap). From an artisitc point of view he is spot on but most of his compatriots would take some convincing. It is so deeply ingrained that many Spaniards seem to think it takes some kind of super-human effort to read subtitles even though their Iberian neighbours seem to get on just fine.

Lend Me Your Ears

I recently received a comment from a reader of this blog about English in the Spanish education system and the lack of real communication involved. Students in Spain often complain that the English they learn at school lacks a proper communicative component and is too grammar focussed.

Firstly, let me say that I think the Spanish can be overly self-critical about their English levels. Of course, their general level is nowhere near as good as places like the Netherlands or Scandinavia, but the native languages in these countries have a lot more in common with English. Therefore these places have a massive advantage in that respect. So perhaps Spaniards shouldn’t be quite so hard on themselves at times. Some of them speak English very well.

I have taught English to students from a number of European countries: Spain, France, Italy, Czech Republic, Slovakia and Hungary. The English levels of teenagers in France are no better than in Spain in my experience and I don’t think there’s much difference between the general levels in Italy and Spain either. But I was very impressed with the general standard of Czech students, and if anything, a Slovakian group I taught were even better. Their native languages are nothing like English of course. It may be no coincidence that they, along with the Scandinavian countries and the Netherlands, opt for subtitling instead of dubbing. I also believe that many in the Netherlands have access to the BBC. On the other hand, France also likes to dub its foreign films.

That is why I think the biggest problem with English in Spain lies OUTSIDE the classroom. So many people are studying English yet they have little contact with the language once the class is over. They think all the answers lie in the classroom. I’m sure improvements could be made there as well but if teachers are not confident in their English communication skills then how can they pass this skill on to others?

No-one is going to be able to think in a foreign language that they don’t hear regularly. The internet should help in this respect, but that still involves the student making the effort to find good websites where they can listen to English. So why not just take it out of their hands and put it right in front of them?

If I could do just one thing to help improve English levels in Spain, it would be to provide daily access to the language in the form of subtitled news reports, TV series and films. This is unlikely I’m afraid, because dubbing is a big industry in Spain and many people are so used to it that they don’t want change. That is a pity, as I really do not think that reading subtitles in your own language requires a lot of effort. It is not for me to say that anyone must learn English but if Spanish or regional governments are serious about improving English levels and making their citizens bilingual or trilingual, then I think this is the way forward.

You don’t have to look very far to find an example of this theory at work. Portugal opts for subtitles in its cinemas. And when in Portugal, I cannot help but notice the vast amount of English language on television in comparison with its Iberian counterpart. I do think that that the general pronunciation of English there is better than in Spain. Some Portuguese even have an American touch to their accents due to regular exposure to US television and cinema. Portuguese TV reporters are often able to make a good attempt at pronouncing English names of people, places, films, etc. But sadly the efforts of a fair number of Spanish presenters would not be recognisable to the average English-speaker unfamiliar with the Spanish pronunciation system.

The general level of English in Catalonia is a bit higher than in some other parts of Spain in my experience. I can think of a couple of reasons why that might be. Learning languages may come more “naturally” to Catalans as most are already bilingual and this probably makes them more open to other languages and sounds. However, the geographical situation of Catalonia is also important. It is easier for them to travel abroad and mix with foreigners using international English communication. This also comes back to the point about English having more immediate relevance in their lives. If people don’t have sufficient opportunities to hear and practice the language then there is less incentive to learn it. Similarly, if English is only significant while in the classroom and is of little benefit once the exams have been passed, then why bother to make the effort?