Socio-Economic Factors, School Type and the Uptake of Languages: Northern Ireland in the Wider UK Context

Autor/inn/en	Henderson, Leanne; Carruthers, Janice
Titel	Socio-Economic Factors, School Type and the Uptake of Languages: Northern Ireland in the Wider UK Context
Quelle	In: Language Learning Journal, 50 (2022) 6, S.712-731 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Henderson, Leanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2021.1888151
Schlagwörter	Socioeconomic Status; Institutional Characteristics; Second Language Learning; Second Language Instruction; Foreign Countries; Disadvantaged; Elementary Secondary Education; Modern Languages; Language Enrollment; Enrollment Trends; Disproportionate Representation; United Kingdom (Northern Ireland); United Kingdom (England); United Kingdom (Wales); United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Gegenwartssprache
Abstract	The turning point for 'languages for all' is widely associated with the end of compulsory language learning up to age 16 in England (2004). Uptake has since dropped dramatically at both GCSE and A-Level where these examinations are used, i.e. in England, Wales and Northern Ireland (henceforth NI). There is also significant evidence that languages uptake is characterised by socio-economic inequalities but the evidence is strongest in England and particularly poor in NI. This paper opens by outlining the broad picture for languages around the UK, including the differing policy contexts and levels of uptake in England, Wales and NI relative to the size of the cohort in each jurisdiction. The core of the article uses new school-level entry data for NI in 2018 to explore the question of variations in uptake at GCSE and A-Level in relation to school-type and social deprivation indicators, notably 'free school meal entitlement' (FSME). Our findings show that stark inequities in access to language learning at Key Stages 4 and 5 are indeed attested in NI and take a very clear shape that is related both to school type and socio-economic profile. The paper also discusses the nature of these inequities and their implications for policy-makers in the devolved government. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01