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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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Presentation Transcript
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
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?

extent of provision
Extent of Provision

Decline in Specialists

  • A level
  • Language degrees
extent of provision1
Extent of Provision

Buoyancy in non-specialists

  • GCSE
  • AS
  • Languages for students of other disciplines

Scotland

trends in gcse 1997 2002
Trends in GCSE 1997-2002

QCA, JCGQ and CILT

extent of provision2
Extent of Provision

International Trends

  • Australia
  • USA
  • France
structure of provision
Structure of Provision

Concentration

  • Language degrees
  • A levels
structure of provision1
Structure of Provision

Differentiation – 16-19

  • Non-traditional teachers
  • Non-traditional teaching
  • Outside the curriculum
structure of provision2
Structure of Provision

Differentiation – HE

  • Thinner degrees
  • Restructuring departments
  • Language centres
  • Non-accredited learning
a familiar future gcse
A Familiar FutureGCSE

QCA, CILT, JCGQ and predicted figures

a familiar future a levels
A Familiar FutureA Levels

QCA, CILT, JCGQ and predicted figures

a familiar future university entrants
A Familiar Future University Entrants

UCAS and predicted figures

a different future gcse
A Different FutureGCSE

QCA, CILT, JCGQ and predicted figures

a different future a levels
A Different FutureA Levels

QCA, JCGQ, CILT and predicted figures

a different future university entrants
A Different FutureUniversity Entrants

UCAS and predicted figures

what is to be done
What is to be done?

Clarify the rationales

  • Why study supplementary languages?
  • Why study languages as a specialist?
  • What language related careers are there?
what is to be done1
What is to be done?

Inform public opinion

  • Cooperation
  • Agencies
  • Associations
  • National Director
what is to be done2
What is to be done?

Curriculum development

  • Supplementary languages 16+
  • A levels
  • Language degrees
what is to be done3
What is to be done?
  • Manage differentiation
  • Implement language ladder at 16+
  • Collaboration between 16-19 and HE
  • Collaboration between HE institutions
what is to be done4
What is to be done?
  • Teaching related degrees
  • Review internal resourcing models
  • Understand deschooling
  • Role of private sector
  • International languages observatory
a new landscape
A New Landscape
  • Far reaching changes
  • Determined intervention