Abstract
This chapter argues that language learning in English secondary schools is still on the brink of crisis. There is a serious shortfall in the take up of languages at GCSE and A level, with damaging consequences for languages at degree level. Decreases in participation in languages beyond the age of 14 are increasingly associated with socio-economic disadvantage, poverty and areas of the country affected by economic deterioration. The chapter traces the historical patterns of language learning in schools and the educational factors that have contributed to its decline, including the perception that languages are difficult and lead to poor examination outcomes. It examines recent policy initiatives to include a language in the English Baccalaureate, the importance of European programmes in supporting language learning and the likely impact of Brexit. It suggests actions that can help to ensure future language capacity in England.
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Notes
- 1.
Figures from JCQ, August 2016. The cohort was 599,600 of which 291,400 entered a language GCSE.
- 2.
See Chap. 15.
- 3.
Teresa Tinsley and Kathryn Board, Language Trends 2015/16, British Council & Education Development Trust , 2016.
- 4.
Alan Moys (ed.), Where Are We Going with Languages?, Nuffield Foundation, 1998.
- 5.
Teresa Tinsley and Kathryn Board, Language Learning in Primary and Secondary Schools in England, CfBT Education Trust, 2013.
- 6.
DfES, Languages for All, Languages for Life. A Strategy for England, 2002.
- 7.
Teresa Tinsley and Kathryn Board, Language Trends 2015/16, British Council & Education Development Trust , 2016, p. 158.
- 8.
Teresa Tinsley and Kathryn Board, Language Trends 2016/17, British Council, 2017 (forthcoming).
- 9.
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Tinsley, T. (2018). Languages in English Secondary Schools Post-Brexit. In: Kelly, M. (eds) Languages after Brexit. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-65169-9_11
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DOI: https://doi.org/10.1007/978-3-319-65169-9_11
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