Papers and articles with this keyword

Keep Talking

"Keep Talking" is a project aimed at motivating KS3 pupils to retain an interest in language learning and to support their teachers. This paper will describe the rationale for the project, how it is organised and funded and will report on evaluation of the impact of the project in local schools in Manchester.

Researching 'Languages Work': Why don't teenagers pick languages?

With the removal of languages from the compulsory curriculum for 14-16 year olds, the post 16 decline in language learning is starting to affect numbers taking GCSE as well. Public debate centres on the importance of pupil choice, and the alleged unpopularity of the subject among teenagers. The 'Languages Work' project has produced materials designed to improve careers guidance in languages, and so increase take up. This paper outlines findings from our development work which sheds light on teenagers' attitudes towards languages and how to address their misconceptions.

Bridging the Gap: University of Manchester

The University of Manchester's Bridging the Gap project to help students transition between GCSE, As and A2 level is described. Various forums and committees were set up to identify gaps in their respective syllabuses and events days were run at a Language College to help fill these gaps. Feedback on the events was good and it is hoped that this type of event will encourage more students to take languages at university level.

Arousing an interest in school students for the take up of "new" languages at university: the ATLAS project

This presentation will report on the experience of designing and piloting a website which offers an introduction to the culture and language of five less taught languages to 14-19 year olds in nine partner schools in London and the South East. It is part of the work of the ATLAS project (A Taste of Languages in School), jointly funded by the Nuffield Foundation, CfBT and UCL, addressing the decline in numbers of students taking languages at university. The project aims to arouse an interest in language study and to spur consideration of study opportunities at university, especially ab initio courses in languages not studied at school. A survey of students' attitudes towards learning languages explored the reasons for discontinuing the study of languages after the compulsory stage and also investigated students' tastes in websites. It revealed there is much interest in learning 'new' languages.

Before navigating: Grief and the new landscape for Languages

This paper engages critically with the futures we are presently imagining in terms of the language of 'employability', 'service teaching', and 'skills'. It engages the energy of grief as of key structural import and argues that for us to learn to navigate anew, for us to be people who language and who bring the intellectual delight and the trouble of languages to life, in the university, then collective grief and the sense of loss are not marginal affairs. Indeed, the authors argue, this is the ground from which innovation, hope and imagination grow.

Undergraduate Language programmes: A personal perspective

Undergraduate language programmes that lead to qualified teacher status may be an interesting, alternative route into teaching, especially for students who do not match the typical profile. Such students, who tend to be older and to have interesting work and life experiences, are a valuable addition to our languages classrooms

Storm clouds with a silver lining: New opportunities for language programmes

Although university language programmes have undergone many difficulties during recent years, there have also been success stories. In this paper, the author balances the negative and the positive, encourages institutions to face the commercial argument head-on and provides a list of perspectives which language course providers can use to promote take-up.

Provision of 3-year degrees in Languages: An overview

Language degrees (degrees in which a modern foreign language is a named component) have often been one year longer than honours degrees in other arts and humanities subjects, as students have usually spent the third year of the course aboard. This article overviews the increasing provision of three year language degrees.

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