Disciplinary disjunctures in the transition from secondary school to higher education study of modern foreign languages: a case study from the UK
Disciplinary disjunctures in the transition from secondary school to higher education study of modern foreign languages: a case study from the UK
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.
a-level, curriculum, humanities, modern languages, student experience, transition
171-188
Gallagher-Brett, Angela
bef12995-0aef-454e-acd5-f12f0abec790
Canning, John
d37d6079-97b7-4de2-8321-1ad2274c505f
April 2011
Gallagher-Brett, Angela
bef12995-0aef-454e-acd5-f12f0abec790
Canning, John
d37d6079-97b7-4de2-8321-1ad2274c505f
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), .
(doi:10.1177/1474022210393911).
Abstract
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.
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Published date: April 2011
Keywords:
a-level, curriculum, humanities, modern languages, student experience, transition
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Local EPrints ID: 160835
URI: http://eprints.soton.ac.uk/id/eprint/160835
ISSN: 1474-0222
PURE UUID: 7637850b-fb1e-4904-9d6e-8429ec105a7c
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Date deposited: 14 Oct 2010 13:08
Last modified: 14 Mar 2024 01:58
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Author:
Angela Gallagher-Brett
Author:
John Canning
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