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A strategic contextual overview of university modern languages

A strategic contextual overview of university modern languages. Jim Coleman, The Open University. Schools: Primary (England). Compulsory in KS2 from 2014 List of languages dropped

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A strategic contextual overview of university modern languages

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  1. A strategic contextual overview of university modern languages Jim Coleman, The Open University

  2. Schools: Primary (England) • Compulsory in KS2 from 2014 • List of languages dropped • Major concerns about contact time; teacher competence; teacher ITT and CPD; emphasis on achievement in L2 not language awareness; uncoordinated choice of languages; no coordination of transition to secondary • Existing research not promising > repeat of 1974 Nuffield experiment? • No impact on universities until 2025

  3. Secondary (England) • KS3 (ages 11-14) foreign language mandatory but timetable reducing; only 70% of secondaries subject to National Curriculum • EBacc introduced 2010; one-off impact on GCSE numbers, up 15.8% 2013 (F +15.5%, G + 9.4%, S +25.8%, Oth +5.1%). • Confusion EBacc (‘soft’ performance measure) and EBacc Certificate (abandoned) • Accountability > ‘best eight’ (Eng, Maths, 3 EBacc, 3 others) • Heads fear school rankings are jeopardised by lower grades in languages than other subjects • Languages not in first wave of new GCSEs (6 Sep: not alone)

  4. Secondary (England) • Correlation between privilege and language study • Move from French and German to Spanish • Spanish now represents over a quarter of GCSE entries (25.2%), taking one percentage point each from German (17.3%) and other languages (8.6%), while French retains just under half of total entries (48.9%).

  5. Post-compulsory (ages 16-18) • Overall, language A levels fell steeply 1996-2004 (down 31.6%) then recovered to 2011 (up 19.8%, mostly Spanish and other languages), then fell again • A-level Languages 2012 down 3.4% on 2011: • F -5.2%, G -7.6%, S -3.4% • A-level Languages 2013 down 4.5% on 2012: • F -9.9%, G -11.1%, S +4.1%

  6. Post-compulsory (ages 16-18) • A-level long-term trends • Over 10 years F -26.8%, G -37.9%, S +33.1%, all -5.9% • 1995-2013 F -59.1%, G -59.8%, S +58.2%, all -33.8% • 1995 6.7% of all entries; 2003 4.7%; 2013 3.8% (exactly equal to French alone in 1995)

  7. School policy and strategy • New language GCSEs from 2016 (examined 2018) has continuity from primary, independent use of language in speech and writing, literature • New A levels from 2016, cumulative and summative not modular, longer texts including literature, more focus on target language cultures (ALCAB established) • Severe grading of language A levels > formal Ofqual enquiry • Routes into Languages final phase 2013-2016

  8. Messages from the school sector • Continued efforts required • Routes and local outreach • local and national media • Impact of primary and secondary policy and examination changes • Not guaranteed positive • Not for at least five years • We must rely on our own initiatives

  9. A comparison… • Classics A levels: • 2003 2.5 French entries for each Classics entry • 2013 0.7 French entries for each Classics entry • 2003-2013 Classics up 171%

  10. University specialist linguists • Peak recruitment 1992 • Decade of falling enrolments, departmental closures • 2004-2011 small but consistent increase in numbers of students on specialist language degrees • Likely impact of Routes into Languages and other initiatives (SIVS 2005-2012) • But departments still closing: increasing concentration in research-elite Russell Group universities

  11. University specialist linguists • Language specialists 2001-2011 up 11% in pre-1992, down 24% in post-1992 HEIs • 2010-11 78% of European and 95% of non-European specialist language students were in pre-1992 universities • Modern language degrees at 105 HEIs in 2000, 62 in 2013 (MHK) • 14% fall in recruitment 2012 entry, but fall of below 1% in 2013

  12. Lessons from Salford • Factors forcing closure (Salford VC Martin Hall): • removal of compulsory language GCSE (2004) • drop in language GCSEs and A levels • socio-economic factors at school: compulsory KS4 languages 82% in independent schools, 23% across state schools, 19% in comprehensives • Salford 45% WP background, 50% non-standard qualifications

  13. Lessons from Salford • Factors forcing closure (Salford VC Martin Hall): • Languages less popular nationally: 2001-2011 total student numbers +5.6%, languages -4.5% • Courses in 6 main languages reduced from 503 in 2001 to 271 in 2011 • Tripling of fees for 2012 entry hit languages and humanities disproportionately • ‘Core and margin’ policy stripped student numbers for allocation to low-tariff, low-fee HEIs, while high-tariff HEIs poached AAB+s > ‘squeezed middle’

  14. Lessons from Salford • Factors forcing closure (Salford VC Martin Hall): • wrong to blame loss of compulsory GCSE: dates do not coincide • more significant factors: insularity of public opinion, poor progression to A-level, perceived irrelevance of languages to non-academic vocations Alliance Universities February proposal to HEFCE declined (single mission group) but fed into UCML-led cooperation on possible Catalyst Fund bid

  15. Catalyst Bid proposal strands • A national network offering practical language skills, relevant to general and specific purposes including business contexts, in a wide and expanded range of languages and at many levels to students at English HEIs, combining face-to-face teaching with online and mobile learning and Open Educational Resources. • A new national scheme of certification/kitemarking of language learning for students, linked to the Common European Framework of Reference for Languages.

  16. Catalyst Bid proposal strands • New support for outward mobility, both physical and virtual, involving a new framework for online intercultural exchange with students in target language countries. • A small over-arching hub with legal entity status to provide more secure, cross-institutional support for those departments, language centres and individual teachers providing language learning.

  17. Catalyst Bid proposal • One of at least three planned Catalyst Fund bids in languages • Nine pre- and post-1992 HEIs currently in discussion with UCML • Transferable strategic elements • Pro-active • Address students not currently applying to selective universities • Innovative use of technologies • Viability built on critical mass

  18. Other UCML actions • Lobbying based on • Accurate data, understanding of contexts • Developing relationships with other agencies (DfE, BIS, British Council, British Academy, AHRC, HEFCE and other national funding agencies, etc.) • Involvement of subject community • Speaking with one voice • Using new media • Working with other advocates: ALL, Speak to the Future, British Academy, APPG

  19. Acting strategically • Stay informed – UCML, ALL – and disseminate helpful messages, e.g. varied international careers • Help reframe languages as a cross-curriculum skill for all abilities, levels and disciplines • Engage with campaigns • Routes into Languages • Speak to the Future 1000 Words • Born Global (launch 23 Sept.)

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