3. Elitism in language learning in the UK

The Language Learning Journal

2018

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This paper investigates the relationship between the decisions made by school leaders in England concerning their school policy for teaching modern foreign languages (MFL) post-14, and student motivation for MFL. Seventy head teachers, 119 heads of modern languages and 666 students aged 14-15 from schools in England took part in the questionnaire-based study. Student motivation was measured using the Self-Regulation Questionnaire (Academic) (Ryan and Connell 1989), based on Self-Determination Theory. The relationship between student perceptions of the usefulness of specific languages and the decision to study these was considered. Results show that the way choice is presented is a key part of student motivation for MFL, and that students see different languages as useful for different reasons. Furthermore, the data suggest that the ways school leaders make decisions concerning language policy do not align with language provision that optimises student motivation. The study concludes by suggesting new pathways for rejuvenating language learner motivation in anglophone contexts.

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Student motivation, school policy choices and modern language study in England

Parrish

The Language Learning Journal

2018

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“…Theby now well documentedlow self-efficacy in UK MFL students is especially concerning, as low self-efficacy is not only associated with generally poor motivation, but also low learning outcomes (Tremblay and Gardner 1995). Furthermore, both gender and socio-economic factors interact with language uptake and motivation, in that more girls, who show higher motivation (Courtney et al 2017), opt for languages beyond the compulsory phase, as do students from more advantaged socio-economic backgrounds (Lanvers 2017b). Thus, this study is carried out against the backdrop of two separate but interacting challenges: that of negative language mindsets and low appreciation and low uptake of the study of MFL, and that of a very stark socio-economic divide in the uptake of language study (Lanvers 2017b).…”

Section: Introductionmentioning

confidence: 99%

Changing language mindsets about modern languages: a school intervention

The Language Learning Journal

2020

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In the context of the UK language learning crisis, several studies have aimed to influence student attitude towards languages via school interventions, with mixed results. A six-session tacking diverse metalinguistic issues (e.g. cognitive benefits of language learning, world languages) was carried out in three secondary schools in England, using both whole-class and small-group teaching. The study included a hitherto unmet aim, that of changing mindsets in mixed-ability settings, including students with the most negative language mindsets. Pre-post differences reveal that beliefs about language learning improved more than self-efficacy. Inclination to continue modern foreign language (MFL) study improved more in those students initially most disinclined to continue. Given the well-known gender divide in MFL uptake, it was pleasing to note that the intervention showed greater effect on boys than girls. Qualitative and quantitative data suggest that the intervention might have had a small 'equalising' effect in gender differences, in that boys' self-efficacy improved more than girls'. The study concludes that the dual delivery (whole-class teaching and inschool mentoring, delivered by older students in the same school) offers a promising format, but that, in order to achieve greater effects, more contact time and more mentor preparation are needed.

“…First, the United Kingdom has seen a steady overall decline of students engaging in MFL study at all postcompulsory levels, over the last two decades. This decline has been attributed to a complex interplay between language policy changes, poor learner motivation, and systemic difficulties within schools concerning the delivery of MFL (British Council, ; Lanvers , ; Tinsley & Board, ; Tinsley & Dolezal, ).…”

Section: Politicization Of Mfl In Two Anglophone Contextsmentioning

confidence: 99%

“…Recent studies have applied a Bourdieuan framework to explain this phenomenon, whereby language skills are dominantly valued (as cultural, social, and economic capital) by privileged minorities (Coffey, ; Lanvers, ; Pavlenko, ; Taylor & Marsden, ). Conversely, students from lower socioeconomic backgrounds have fewer encounters with MFL (due to e.g., lack of parental language skills, travel, international contacts, international mobility).…”

Section: Mfl Policy and Social Segregation In Mfl Uptakementioning

confidence: 99%

Brexit as Linguistic Symptom of Britain Retreating into its Shell? Brexit‐Induced Politicization of Language Learning

The Modern Language Journal

Doughty

Thompson

2018

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Debates about the future of UK language learning in the context of Brexit intensified as soon as the referendum outcome was announced. This politicization of language learning, evidenced recently also in the United States and France, falls upon an already difficult context of the United Kingdom in a ‘language learning crisis,’ and an increasing social segregation between those who learn languages, and those who do not. In the Brexit‐induced politicization of language learning, some suggest that the United Kingdom's unwillingness to learn languages is indexical of Europhobia, while others contend that the ‘global English’ phenomenon is the root cause. We examine the evidence for these rationales. Our data analysis uses van Dijk's methods of macrostructure Critical Discourse Analysis, to examine 33 publicly available texts on the topic of Brexit and language learning in the UK that appeared in the immediate aftermath of the referendum (June–November 2016). The analysis reveals how different stakeholders frame language learning as a habitus associated with social markers, and thus either reinforce patterns of the social divide in language learning, or challenge these. The conclusion proposes avenues of politicizing language learning that might foster rather than hinder uptake in those currently disengaged from language learning.