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

Gallagher-Brett, Angela; Canning, John

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.

Citation

Gallagher-Brett, A., & Canning, J. (2011). Disciplinary disjunctures in the transition from secondary school to higher education study of foreign languages: A case study from the UK. Arts and Humanities in Higher Education, 10(2), 171-188. https://doi.org/10.1177/1474022210393911

• Journal Article Type: Article
• Acceptance Date: Apr 1, 2011
• Online Publication Date: Apr 8, 2011
• Publication Date: Apr 8, 2011
• Deposit Date: Jun 12, 2018
• Journal: Arts and Humanities in Higher Education
• Print ISSN: 1474-0222
• Electronic ISSN: 1741-265X
• Publisher: SAGE Publications
• Peer Reviewed: Peer Reviewed
• Volume: 10
• Issue: 2
• Pages: 171-188
• DOI: https://doi.org/10.1177/1474022210393911
• Keywords: A-level, curriculum, humanities, modern languages, student experience, transition
• Related Public URLs: http://journals.sagepub.com/doi/pdf/10.1177/1474022210393911