Modern foreign languages recruitment post-16: the pupils' perspective

Fisher, Linda

doi:10.1080/09571730185200071

Cited by 33 publications

(45 citation statements)

References 15 publications

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“…Computer Studies, Law, Psychology, Sociology, etc.). This picture is reinforced by Fisher (2001), 59% of whose sample of GCSE pupils found languages to be one of the most challenging in the curriculum. Furthermore, only 42% thought they were good at learning languages, even though most were predicted high or very high GCSE grades.…”

Section: (Ii) Modern Languages In Secondary Educationmentioning

confidence: 81%

Marks, get set, go: an evaluation of entry levels and progress rates on a university foreign language programme

Klapper

Rees

2004

Assessment & Evaluation in Higher Education

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Marks, get set, go: an evaluation of entry levels and progress rates on a university foreign language programme This paper highlights the problem of falling recruitment to foreign language (FL) degrees in higher education, outlining some of the recent changes in secondary FL education which have contributed in part to this situation. It draws attention to the lack of research into the impact that the fall in numbers of students taking a foreign language A level is having on the quality of the intake onto HE foreign languages courses. It reviews the findings and conclusions of the only major study in this area and then presents the results of a new longitudinal study of FL learning at a major UK university. The findings challenge the prevalent view that A level foreign languages are becoming the preserve of the academically elite and raise questions about the type of skills rewarded at foreign language A level. The study confirms previous research findings relating to poor progression rates in university FL learning, but questions the assumption that poor tuition is the root cause of this malaise.

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Section: (Ii) Modern Languages In Secondary Educationmentioning

confidence: 81%

Marks, get set, go: an evaluation of entry levels and progress rates on a university foreign language programme

Klapper

Rees

2004

Assessment & Evaluation in Higher Education

View full text Add to dashboard Cite

show abstract

“…Despite the absence of any Urdu speakers in the group, these pupils introduced Urdu into the programme because of an awareness of the perceived salience of the language in relation to the numbers of speakers in the local community (Fisher, 2001;Pollard & Triggs, 2000). There may also be a deeper level of thinking centred on religious or cultural perceptions in relation to this language.…”

Section: (Gcse Focus Group School B)mentioning

confidence: 98%

“…The pupils demonstrate an awareness of wider societal, curricular and linguistic issues (Fisher, 2001). One girl talks about an 'ideal world' in which 'everyone should have the opportunity to learn a language they want'.…”

Section: (Gcse Focus Group School B)mentioning

confidence: 99%

“…Although the study is informative it lacks qualitatively by 'excluding' the pupil voice. Fisher's (2001) study into foreign language options post-16 drew on both quantitative and qualitative pupil data. The qualitative data were collected from six pupil focus groups and 18 individual interviews.…”

Section: Pupil Choice and Pupil Voicementioning

confidence: 99%

“…It was not an attempt to study choices that pupils had already made, for example in terms of subject choices, and to analyse these. The choice referred to here does not concern the 'traditional' notions of choice in education, such as subject option choices post-age 14 (Eraut, 1995;Fisher, 2001), nor subject choice per se (Stables, 1996). Also excluded here are the choices made by parents and pupils in relation to schools ( Whitty et al, 1993( Whitty et al, , 1998Gewirtz et al, 1995;Willie et al, 2002), and those made beyond compulsory secondary schooling such as at advanced level or in higher education (Eraut, 1995).…”

Section: Introductionmentioning

confidence: 98%

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