Realities of and Perspectives for Languages in the Globalised World: Can Language Teaching Survive the Inadequacies of Policies Implemented Today at Leeds Beckett University?

Autor/in	Gamir, Saadia
Titel	Realities of and Perspectives for Languages in the Globalised World: Can Language Teaching Survive the Inadequacies of Policies Implemented Today at Leeds Beckett University?
Quelle	In: Studies in Second Language Learning and Teaching, 7 (2017) 2, S.295-315 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Second Language Instruction; Second Language Learning; Foreign Countries; Educational Finance; Educational Policy; Language Skills; Universities; Teaching Experience; Language Teachers; Teacher Attitudes; College Faculty; Teacher Education; Elementary School Teachers; Articulation (Education); Secondary School Students; Barriers; Language Enrollment; Educational Resources; Faculty Development; Exit Examinations; Educational Change; Modern Languages; Academic Degrees; Educational Trends; College Second Language Programs; Program Descriptions; United Kingdom (Leeds) + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Zweitsprachenerwerb; Ausland; Bildungsfonds; Politics of education; Bildungspolitik; Language skill; Sprachkompetenz; University; Universität; Language teacher; Sprachunterricht; Lehrerverhalten; Fakultät; Lehrerausbildung; Lehrerbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Articulation; Artikulation (Ling); Artikulation; Aussprache; Sekundarschüler; Bildungsmittel; Final examination; Abschlussprüfung; Bildungsreform; Gegenwartssprache; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Bildungsentwicklung
Abstract	Various newspaper articles report that British ministers, university representatives, exam chiefs and business bodies agree that foreign languages skills in primary, secondary and tertiary UK education are in crisis. Lower funding and policy changes have caused language skills deficiencies felt gravely in the business sectors. Funding and support initiatives pledged by policy makers appear to be election-driven, barely outliving newly elected governments. Others blame secondary school language curriculum for failing to inspire students to take up a language when they reach 13 or 14. Others still argue that severe A-level examinations marking deters students from taking up a foreign language at 6th form level, producing fewer prospective language learners for university departments. Community languages are also undervalued as small-entry languages could soon be axed from GCSE and A-level examinations. In a world increasingly interconnected, it is essential the importance of language learning be reinstated in all our educational institutions. This paper reviews two decades of the conditions of language provision in the UK in general, with an emphasis on Leeds Beckett University. It also attempts to answer two questions emerging form the author's personal teaching experience and reflections: What are the realities and challenges language teaching faces at Leeds Beckett University? And, how may we support language learners in fulfilling their ambition to acquire the required skills to communicate effectively in this globalised world? (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01