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A New Landscape for Languages

A New Landscape for Languages. Michael Kelly and Diana Jones University of Southampton Subject Centre for Languages, Linguistics and Area Studies. How has the landscape changed?. 16-19 and HE Extent of provision Structure of provision What will the future look like?

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A New Landscape for Languages

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  1. A New Landscape for Languages Michael Kelly and Diana Jones University of Southampton Subject Centre for Languages, Linguistics and Area Studies

  2. How has the landscape changed? 16-19 and HE • Extent of provision • Structure of provision What will the future look like? What is to be done?

  3. Extent of Provision Decline in Specialists • A level • Language degrees

  4. Trends at A level 1997-2002 QCA, JCGQ, CILT

  5. Trends in HE 1997-2001 UCAS

  6. Extent of Provision Buoyancy in non-specialists • GCSE • AS • Languages for students of other disciplines Scotland

  7. Trends in GCSE 1997-2002 QCA, JCGQ and CILT

  8. Trends at AS Level 1997-2002 QCA, JCGQ and CILT

  9. Scottish Highers 1997-2002 SCILT

  10. Extent of Provision International Trends • Australia • USA • France

  11. Structure of Provision Concentration • Language degrees • A levels

  12. A Level Results - French QCA

  13. Structure of Provision Differentiation – 16-19 • Non-traditional teachers • Non-traditional teaching • Outside the curriculum

  14. Structure of Provision Differentiation – HE • Thinner degrees • Restructuring departments • Language centres • Non-accredited learning

  15. A Familiar FutureGCSE QCA, CILT, JCGQ and predicted figures

  16. A Familiar FutureA Levels QCA, CILT, JCGQ and predicted figures

  17. A Familiar Future University Entrants UCAS and predicted figures

  18. A Different FutureGCSE QCA, CILT, JCGQ and predicted figures

  19. A Different FutureA Levels QCA, JCGQ, CILT and predicted figures

  20. A Different FutureUniversity Entrants UCAS and predicted figures

  21. What is to be done? Clarify the rationales • Why study supplementary languages? • Why study languages as a specialist? • What language related careers are there?

  22. What is to be done? Inform public opinion • Cooperation • Agencies • Associations • National Director

  23. What is to be done? Curriculum development • Supplementary languages 16+ • A levels • Language degrees

  24. What is to be done? • Manage differentiation • Implement language ladder at 16+ • Collaboration between 16-19 and HE • Collaboration between HE institutions

  25. What is to be done? • Teaching related degrees • Review internal resourcing models • Understand deschooling • Role of private sector • International languages observatory

  26. A New Landscape • Far reaching changes • Determined intervention

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