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Are Modern Languages degrees on the road to extinction?

Are Modern Languages degrees on the road to extinction?. Jim Coleman, Open University and Chair, University Council of Modern Languages All Party Parliamentary Group on Modern Languages, 4 December 2013. Do we need language graduates?. 2% of all UK students Economic Diplomatic Defence.

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Are Modern Languages degrees on the road to extinction?

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  1. Are Modern Languages degrees on the road to extinction? Jim Coleman, Open University and Chair, University Council of Modern Languages All Party Parliamentary Group on Modern Languages, 4 December 2013

  2. Do we need language graduates? • 2% of all UK students • Economic • Diplomatic • Defence

  3. Concentration of provisionUniversities offering degrees in languages

  4. Concentration of provisionUniversities offering Single or Combined Honours degrees in languages

  5. Falling student numbers • 1992 peak recruitment • 1992-2004 sharp decline • 2004-2011 marginal annual increase • 2012 tripling of fees: 14% drop in numbers • 2013 fall of less than 1% • Course and department closures over 20 years

  6. Russell Group domination • 2001-2011 • Language student numbers up 11% in pre-1992 universities • Language student numbers down 24% in post-1992 HEIs

  7. Russell Group domination • 2010/11

  8. Concentration of provision • Internationally, recruitment to Modern Languages degrees is in decline • Nationally, link to social background • 25% of language students from independent schools • Schools in more privileged areas • more likely to offer languages • more likely to steer pupils to most selective universities

  9. Three issues • Fall in student numbers • Loss of curriculum choice • Efforts to widen participation unsuccessful

  10. What has happened in schools? • Fall in numbers taking GCSE and A-level in languages • Languages perceived as difficult • Severe marking at GCSE and A-level • Schools withdraw from languages to optimise performance in league tables • Mandatory language GCSE dropped 2004 – indirect impact > languages seen as no longer a core skill for all, but a curriculum option for bright non-scientists

  11. What has happened in schools? • Key Stage 2: mandatory primary languages from 2014 • flawed model, under-resourced, no impact before 2025 • Key Stage 3: reduced contact time • Key Stage 4: EBacc one-off increase at GCSE • A-level Ofqual enquiry into marking • New curricula at GCSE and A-level • Confusion over performance measures (EBacc, EBacc Certificate, best-of-eight) > languages no longer crucial

  12. Any good news? • Existing specialist language degrees high-quality, research-informed, good graduate employability • Strong growth in non-specialist language students (Language Centres, IWLPs) • Highest ever outward mobility from UK • Higher Education Funding Council for England support • Strategically Important and Vulnerable Subject • £25m annual year abroad funding • Continued concern and support

  13. What is language community doing? • Active involvement in cross-sector initiatives (Born Global, Speak to the Future) • Media input • Specific successful action on Valuing the Year Abroad (British Academy – UCML, 2012) • Demand-side: Routes into Languages, consortium of 80 universities involved with schools and employers

  14. What is language community doing? • Supply-side: HEFCE Catalyst Fund bids for five-year projects to • renew curriculum • attract new types of students • widen participation • online, blended and mobile delivery • virtual and physical mobility and exchange • languages ladder: national proficiency levels endorsed by employers

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