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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), pp. 171-188. (doi:10.1177/1474022210393911).

Record type: Article

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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More information

Published date: April 2011
Keywords: a-level, curriculum, humanities, modern languages, student experience, transition

Identifiers

Local EPrints ID: 160835
URI: http://eprints.soton.ac.uk/id/eprint/160835
ISSN: 1474-0222
PURE UUID: 7637850b-fb1e-4904-9d6e-8429ec105a7c

Catalogue record

Date deposited: 14 Oct 2010 13:08
Last modified: 18 Jul 2017 12:34

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Contributors

Author: Angela Gallagher-Brett
Author: John Canning

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