Author: Essi d’Almeida
Date of Publication: June 2017
Series Title: Scottish Languages Review Issue 32
Notes: DOI: 10.6084/m9.figshare.5100511
This article uses data from a small scale research which explored modern language learning in a mainstream school in England. The focus is on the position accorded to modern languages in school in comparison to other school subjects. The research was carried out at the time when plans were being put in place for modern languages to be part of the primary curriculum in England. Drawing on qualitative data from fieldnotes, this article discusses differences, in terms of status, that exist among school subjects at the school in question. The author demonstrates the ways in which modern languages are put at a disadvantage in a number of contexts arising in the main, from pre-conceived beliefs and expectations by parents and senior managers.