Towards "Languages for All" in England: The State of the Debate

Autor/in	Hagger-Vaughan, Lesley
Titel	Towards "Languages for All" in England: The State of the Debate
Quelle	In: Language Learning Journal, 44 (2016) 3, S.358-375 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2016.1199047
Schlagwörter	Second Language Learning; Second Language Instruction; Secondary School Students; Educational Policy; Policy Analysis; Curriculum Implementation; Cultural Awareness; Language Proficiency; Foreign Countries; Multilingualism; Modern Languages; National Curriculum; Difficulty Level; Language Teachers; Teacher Attitudes; Administrator Attitudes; United Kingdom (England) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Sekundarschüler; Politics of education; Bildungspolitik; Politikfeldanalyse; Cultural identity; Kulturelle Identität; Language skill; Language skills; Sprachkompetenz; Ausland; Mehrsprachigkeit; Multilingualismus; Gegenwartssprache; Schwierigkeitsgrad; Language teacher; Sprachunterricht; Lehrerverhalten
Abstract	Whether the study of languages should be a core element of a balanced and broadly based curriculum for all pupils in England's 11-16 state-funded secondary schools is also part of a wider debate concerning how to harness England's rich linguistic and cultural diversity and improve the quality and range of language skills of the country. While learning a second language throughout compulsory schooling is increasingly the norm across the world, fewer than 50% of 14-16 year olds in state-funded schools in England gained a modern language qualification (General Certification of Secondary Education or GCSE) in 2015. From 2015, recent government education policy has required the majority of pupils commencing secondary school to study a language to GCSE level, suggesting that schools who do not comply will be unable to gain the top inspection grade. This paper reviews the state of the debate examining divergent and contradictory perspectives within education policy and in the literature. It concludes by setting out six conditions for achieving this policy goal for enabling secondary schools to successfully implement a coherent and relevant languages curriculum for all young people, such that they can develop the linguistic and intercultural competencies needed to contribute to and thrive in increasingly diverse local and global communities. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01