Sustainability in modern foreign language education

Teaching and learning for the future

Abstract

This article addresses the declining interest in Modern Foreign Languages (MFL) education in the Netherlands, particularly for languages other than English, and argues for a revitalized approach centered on intercultural communicative competence. We, representing the Meesterschapsteam Moderne Vreemde Talen, advocate for integrating language competence, language awareness, and cultural awareness in secondary and higher education curricula. We highlight the limitations of skills-focused, exam-driven instruction and propose a broader, research-informed vision that connects language learning to cultural, historical, and social contexts. This contribution emphasizes individualized, engaging, and content-rich learning environments, discusses the dynamic and non-linear nature of second language acquisition, and calls for assessment methods that value ongoing development. The goals of MFL education is not limited to the development of language proficiency, but also fosters personal growth, intercultural understanding, and societal enrichment, making it essential in a rapidly changing, multilingual world.