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.

This article reports on an exploratory study comparing motivation and student choice in modern foreign language lessons in secondary schools (11-16 or 11-18) and schools for 14-19 year olds in England. The study uses data gathered from 634 Year 10 students (aged 14-15), and uses selfdetermination theory to compare motivation amongst students in the two types of schools. It finds that student motivation differed significantly in each, with students in 14-19 schools displaying more autonomous motivation. Students in schools in this category were less likely to have been given a choice as to whether or not to take the subject than their peers, suggesting that they may feel autonomous in ways not governed by subject choice. Possible reasons for the differences in motivation in the two kinds of school are discussed and directions for future study proposed.

This paper considers the languages on offer in secondary schools in England and the possibility of enacting curriculum change with a view to reducing the dominance of French, Spanish and, to a lesser extent, German as a possible way to increase take-up of modern foreign languages post-14. Questionnaires were completed by 666 students aged 14-15, 70 head teachers and 119 heads of modern languages in secondary schools throughout England, investigating students' views as to the languages they would like to learn and their views of particular languages as well as the views of senior and middle leaders on the factors which impact on the teaching of modern languages. The paper concludes that students are interested in a wider range of languages than is currently available, for reasons primarily relating to usefulness. It also finds that schools are constrained by operational concerns preventing them fully considering the possibility of teaching a wider range of languages. Implications for national-level language policy and the culture of school accountability are discussed.

No abstract

No abstract