Divided by language : a study of participation and competence in languages in Great Britain undertaken by NIACE

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Divided by language : a study of participation and competence in languages in Great Britain undertaken by NIACE

Fiona Aldridge

National Institute of Adult Continuing Education (England and Wales), 2001

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内容説明

Divided by language is an outcome of a project started in 1999. NIACE carried out a survey of language learning as part of evidence to be provided to the Nuffield Inquiry (2000) into modern languages, which reported that 'capability in other languages is crucially important for a flourishing UK'. Language learning is often seen as the backbone of traditional evening class provision, and NIACE was keen to see how far this penetrated the population as a whole. Research for The Learning Divide Revisited by Naomi Sargant (published by NIACE in 2000) revealed that seven per cent of the UK population were studying foreign languages, with a further one per cent studying English as a foreign or second language. Divided by language demonstrates that there is real interest in language learning in England and Wales, contrary to popular belief. People are able to and do, in fact, use other languages in their daily lives. The report also shows the richness of the diversity of languages used, at all levels, in Britain today. The survey highlights the fact that language learners in Britain's minority ethnic groups have fluency and ability to learn languages. One of the questions which this finding prompts is, 'what can be learned from this, in terms of learning strategies and motivation?' This report is published at the beginning of the European Year of Language Learning. The Year aims to raise awareness of the richness of Europe's linguistic heritage; to make the widest possible public aware of the advantages of competence in another language; to encourage the lifelong learning of languages; and to publicise information about the teaching and learning of languages. It is hoped that this report makes a contribution to these aims.

目次

  • Contents
  • List of tables and figures
  • Foreword
  • Acknowledgements
  • Key findings
  • Introduction
  • Chapter 1 How many languages? 1
  • Chapter 2 Current participation in language learning 8
  • Chapter 3 Future language learning intentions 12
  • Chapter 4 French 18
  • Chapter 5 German 20
  • Chapter 6 Spanish 22
  • Chapter 7 Italian 24
  • Chapter 8 South Asian languages 26
  • Chapter 9 Other languages 28
  • Chapter 10 Comparative competence 30
  • Appendices

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