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Socio-economic factors, school type and the uptake of languages: Northern Ireland in the wider UK context
The Language Learning Journal Pub Date : 2021-03-10 , DOI: 10.1080/09571736.2021.1888151
Leanne Henderson 1 , Janice Carruthers 1
Affiliation  

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.



中文翻译:

社会经济因素、学校类型和语言的吸收:在更广泛的英国背景下的北爱尔兰

摘要

“全民语言”的转折点与英格兰 16 岁以下强制性语言学习的结束广泛相关(2004 年)。此后,GCSE 和使用这些考试的 A-Level(即英格兰、威尔士和北爱尔兰(以下简称 NI))的录取率急剧下降。还有重要的证据表明,语言的吸收以社会经济不平等为特征,但证据在英格兰最为强烈,而在 NI 尤其差。本文首先概述了英国各地语言的总体情况,包括英格兰、威尔士和 NI 相对于每个司法管辖区的群体规模的不同政策背景和吸收水平。文章的核心使用 2018 年 NI 的新学校入学数据来探讨 GCSE 和 A-Level 与学校类型和社会剥夺指标相关的变化问题,特别是“免费学校膳食权利”(FSME )。我们的研究结果表明,在关键阶段 4 和 5 中,在获得语言学习方面的严重不平等确实在 NI 得到了证明,并且呈现出与学校类型和社会经济状况相关的非常明确的形式。本文还讨论了这些不平等的性质及其对权力下放政府决策者的影响。我们的研究结果表明,在关键阶段 4 和 5 中,在获得语言学习方面的严重不平等确实在 NI 得到了证明,并且呈现出与学校类型和社会经济状况相关的非常明确的形式。本文还讨论了这些不平等的性质及其对权力下放政府决策者的影响。我们的研究结果表明,在关键阶段 4 和 5 中,在获得语言学习方面的严重不平等确实在 NI 得到了证明,并且呈现出与学校类型和社会经济状况相关的非常明确的形式。本文还讨论了这些不平等的性质及其对权力下放政府决策者的影响。

更新日期:2021-03-10
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