An evaluation of the Scottish Government’s 1+2 language policy and its relation to uptake of French, Spanish and German in national school exams | AHRC CDA
Subject: French Studies
HEI: University of Glasgow; University of Stirling
School: School of Education, University of Glasgow; Literature and Languages, University of Stirling.
Supervisors: Dr Fiona Barclay; Sheena Bell, SCILT; Hazel Crichton; Francisco Valdera-Gil, SCILT
Keywords: Modern Languages, Education, 1+2, Language Learning, Attainment, Education Policy
Discipline+Catalyst: Modern Languages
Knowledge Exchange Hub: Citizenship, Culture & Ethics
Strategis Themes & Priority Areas: Modern Languages
About David’s Research:
This project evaluates the Scottish Government’s 1+2 policy that entitles pupils to study two non-mother-tongue Languages from ages 5-14. It was rolled out nationally with £35m investment from 2011-21 but implementation has coincided with a steep decline in the number of pupils taking Languages in national exams: since 2016 Higher French and German have declined 45% and 50% respectively, with a modest increase in Higher Spanish (+7% since 2017). To date there has been no evaluation of the 1+2 policy, with HMIe’s planned systematic review currently delayed by the pandemic. This project constitutes the first comprehensive attempt to evaluate its outcomes and will be carried out in collaboration with Scotland’s National Centre for Languages to gain further insight into the Scottish languages landscape.
CONNECT WITH DAVID
E: 2087625V@student.gla.ac.uk
X: @Vescio_David