Analysing take-up of languages in Scotland, Wales and Ireland
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Funded by Arts and Humanities Research Council.
Collaboration with Cardiff University, Dublin City University, ImmerseMe, Post-Primary Languages Ireland, Queen's University Belfast, Scotland's National Centre for Languages, The British Council and University of London.
Languages contribute to the cultural awareness and international outlook identified as crucial for individual and national success in the twenty-first century. Their strategic importance has been acknowledged by the Scottish Government’s 1+2 languages policy (2011-2022; £35m) and the Welsh Assembly’s Global Futures strategy (2022-25; £6m) and are aligned with the OECD’s Global Competences framework (2018).
Despite these policies, national examination entries in languages have declined since they ceased to be mandatory at age 16. Around 10% of learners in Wales and 20% in Scotland now take a language (other than Welsh) at age 16. These figures continue to decline, despite the fact that linguistic diversity within the UK is flourishing.
Given the global prominence of English, there is a widespread assumption that this deteriorating situation is inevitable (Lanvers et al 2021). The situation of Ireland indicates that this is not the case: despite having no language provision at primary level and no compulsory provision at second level, approximately 80% of pupils study a foreign language (in addition to Irish) in the first secondary school cycle and 76% in the second (Bruen 2023).
This 30-month project aims to investigate the factors shaping take-up of languages in national examinations in Wales, Scotland and Ireland and to develop an evidence base that will inform and support policymaking in each context.
Total award value £1,287,289.00