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A New Landscape for Languages
Michael Kelly and Diana Jones
University of SouthamptonSubject Centre for
Languages, Linguistics and Area
Studies
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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?
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Extent of Provision
Decline in Specialists
•A level•Language degrees
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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
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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
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Extent of Provision
Buoyancy in non-specialists
•GCSE•AS•Languages for students of other
disciplines
Scotland
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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
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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
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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
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Extent of Provision
International Trends
•Australia•USA•France
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Structure of Provision
Concentration
•Language degrees•A levels
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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
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Structure of Provision
Differentiation – 16-19
•Non-traditional teachers•Non-traditional teaching•Outside the curriculum
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Structure of Provision
Differentiation – HE
•Thinner degrees•Restructuring departments•Language centres•Non-accredited learning
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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
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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
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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
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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
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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
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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
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What is to be done?
Clarify the rationales
•Why study supplementary languages?
•Why study languages as a specialist?
•What language related careers are there?
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What is to be done?
Inform public opinion
•Cooperation•Agencies•Associations•National Director
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What is to be done?
Curriculum development
•Supplementary languages 16+
•A levels•Language degrees
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What is to be done?
• Manage differentiation• Implement language ladder at
16+• Collaboration between 16-19 and
HE• Collaboration between HE
institutions
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What is to be done?
• Teaching related degrees• Review internal resourcing
models• Understand deschooling• Role of private sector• International languages
observatory
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A New Landscape
• Far reaching changes
• Determined intervention