Disciplinary disjunctures in the transition from secondary school to higher education study of modern foreign languages: A case study from the UK

Angela Gallagher-Brett, John Canning

Research output: Contribution to journalArticle

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.

Original languageEnglish
Pages (from-to)171-188
Number of pages18
JournalArts and Humanities in Higher Education
Volume10
Issue number2
DOIs
Publication statusPublished - 8 Apr 2011

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foreign language
secondary school
education
student
language
university
school
art
curriculum
Secondary School
teacher
Language
High School

Keywords

  • A-level
  • curriculum
  • humanities
  • modern languages
  • student experience
  • transition

Cite this

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