a new landscape for languages
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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? - PowerPoint PPT PresentationTRANSCRIPT
A New Landscape for Languages
Michael Kelly and Diana Jones
University of SouthamptonSubject 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?
What is to be done?
Extent of Provision
Decline in Specialists
•A level•Language degrees
Trends at A level 1997-2002
QCA, JCGQ, CILT
0
10
20
30
40
50
1997
1998
1999
2000
2001
2002
Tho
usan
dsAll ML
Trends in HE 1997-2001
UCAS
0
2,000
4,000
6,000
8,000
10,000
12,000
1997 1998 1999 2000 2001
All ML
Extent of Provision
Buoyancy in non-specialists
•GCSE•AS•Languages for students of other
disciplines
Scotland
Trends in GCSE 1997-2002
QCA, JCGQ and CILT
0
100
200
300
400
500
600
1997 1998 1999 2000 2001 2002
Tho
usan
ds
All ML
Trends at AS Level 1997-2002
0
5,000
10,000
15,000
20,000
25,000
30,000
35,000
40,000
45,000
50,000
1998 1999 2000 2001 2002
All ML
QCA, JCGQ and CILT
Scottish Highers 1997-2002
0
1,000
2,000
3,000
4,000
5,000
6,000
7,000
8,000
9,000
1997 1998 1999 2000 2001 2002
All ML
SCILT
Extent of Provision
International Trends
•Australia•USA•France
Structure of Provision
Concentration
•Language degrees•A levels
A Level Results - French
QCA
0%
5%
10%
15%
20%
25%
30%
A B C D E N U
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
Structure of Provision
Differentiation – 16-19
•Non-traditional teachers•Non-traditional teaching•Outside the curriculum
Structure of Provision
Differentiation – HE
•Thinner degrees•Restructuring departments•Language centres•Non-accredited learning
A Familiar FutureGCSE
QCA, CILT, JCGQ and predicted figures
0
100
200
300
400
500
600
1997
1998
1999
2000
2001
2002
2003
?
2004
?
2005
?
2006
?
2007
?
Tho
usan
ds
All ML
A Familiar FutureA Levels
0
5
10
15
20
25
30
35
40
45
5019
97
1998
1999
2000
2001
2002
2003
?
2004
?
2005
?
2006
?
2007
?
Thousa
nds
All ML
QCA, CILT, JCGQ and predicted figures
A Familiar Future University Entrants
0
2,000
4,000
6,000
8,000
10,000
12,00019
97
1998
1999
2000
2001
2002
?
2003
?
2004
?
2005
?
2006
?
2007
?
All ML
UCAS and predicted figures
A Different FutureGCSE
0
100
200
300
400
500
60019
97
1998
1999
2000
2001
2002
2003
?
2004
?
2005
?
2006
?
2007
?
Thousa
nds All ML
QCA, CILT, JCGQ and predicted figures
A Different FutureA Levels
0
5
10
15
20
25
30
35
40
45
50
1997
1998
1999
2000
2001
2002
2003
?
2004
?
2005
?
2006
?
2007
?
Thousa
nds All ML
QCA, JCGQ, CILT and predicted figures
A Different FutureUniversity Entrants
0
2,000
4,000
6,000
8,000
10,000
12,00019
97
1998
1999
2000
2001
2002
?
2003
?
2004
?
2005
?
2006
?
2007
?
All ML
UCAS and predicted figures
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 done?
Inform public opinion
•Cooperation•Agencies•Associations•National Director
What is to be done?
Curriculum development
•Supplementary languages 16+
•A levels•Language degrees
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 done?
• Teaching related degrees• Review internal resourcing
models• Understand deschooling• Role of private sector• International languages
observatory
A New Landscape
• Far reaching changes
• Determined intervention