Disciplinary disjunctures in the transition from secondary school to higher education study of modern foreign languages: a case study from the UK
Gallagher-Brett, Angela and Canning, John (2011) Disciplinary disjunctures in the transition from secondary school to higher education study of modern foreign languages: a case study from the UK. Arts and Humanities in Higher Education, 10, (2), 171-188. (doi:10.1177/1474022210393911).
Full text not available from this repository.
Discussions of student transition from the study of languages in UK high schools to the study of languages at university usually focus on the vertical transition, comparing the differences in curricula and approach to languages taken in each sector. Whilst acknowledging that this aspect of the student transition is important, this article explores the transition in a broader disciplinary context by raising questions about how other subjects students have studied before entering higher education may help or hinder the transition. As well as drawing on relevant literature in the Arts and Humanities field, we also discuss the findings of a case study, which investigated the views of students and teachers in one English university and one English high school.
|Keywords:||a-level, curriculum, humanities, modern languages, student experience, transition|
|Subjects:||L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
L Education > LB Theory and practice of education > LB2300 Higher Education
P Language and Literature > P Philology. Linguistics
|Divisions:||University Structure - Pre August 2011 > School of Humanities > Modern Languages
|Date Deposited:||14 Oct 2010 13:08|
|Last Modified:||02 Mar 2012 12:55|
|Contributors:||Gallagher-Brett, Angela (Author)
Canning, John (Author)
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
Actions (login required)