Critical Perspectives on Modern Languages in Scottish Further Education 2000-2002

Hannelore Doughty, Self-funded (80%) (Funder), Scottish Further Education Unit (20%) (Funder)

Research output: ThesisDoctoral Thesis

Abstract

The research in this thesis focuses on issues surrounding modern language provision within Scottish further education during the period 2000-2002. The study analyses the arguments regarding the place of modern language study within Scottish further education (FE) as expressed in formal and informal discourses, and assesses the influence of socio-cultural and socio-historical assumptions on these discourses. To this end, a multi-strand and multi-level research model was adopted, examining official and other public documents, together with views expressed by stakeholders from five Scottish FE colleges and from industry. These were analysed both on their own terms and by taking into account changes in the external context. The initial focus of the study centred on the motivational characteristics of student participants. However, changes in the external context prompted the inclusion of further data into the research design and a shift of methodological emphasis, exploring the ways in which assumptions underlying data collection procedures related to labour market information and uptake of individual FE subjects may be contributing to a continuous re-affirmation that 'English is enough'. The validity of this assertion and the authority accorded to it are called into question. It is argued that the belief will increasingly limit Scottish FE students' potential to participate as self-confident and self-determining individuals in a global and multilingual economy for which their vocational education and training is ostensibly trying to prepare them. Some suggestions, arising from the research, for a more inclusive language education policy are considered.
LanguageEnglish
QualificationPhD
Awarding Institution
  • University of Stirling
Supervisors/Advisors
  • Johnstone, Richard, Supervisor, External person
Place of PublicationStirling
Publication statusPublished - 30 Jun 2005

Fingerprint

further education
language
language education
discourse
vocational education
Vocational Education
research planning
labor market
student
inclusion
stakeholder
Education
Modern Languages
economy
industry
Discourse

Keywords

  • modern languages
  • scotland
  • further education
  • policy
  • motivation
  • critical theory
  • self-determination theory
  • language learning

Cite this

Doughty, H., Self-funded (80%) (Funder), & Scottish Further Education Unit (20%) (Funder) (2005). Critical Perspectives on Modern Languages in Scottish Further Education 2000-2002. Stirling.
Doughty, Hannelore ; Self-funded (80%) (Funder) ; Scottish Further Education Unit (20%) (Funder). / Critical Perspectives on Modern Languages in Scottish Further Education 2000-2002. Stirling, 2005. 323 p.
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abstract = "The research in this thesis focuses on issues surrounding modern language provision within Scottish further education during the period 2000-2002. The study analyses the arguments regarding the place of modern language study within Scottish further education (FE) as expressed in formal and informal discourses, and assesses the influence of socio-cultural and socio-historical assumptions on these discourses. To this end, a multi-strand and multi-level research model was adopted, examining official and other public documents, together with views expressed by stakeholders from five Scottish FE colleges and from industry. These were analysed both on their own terms and by taking into account changes in the external context. The initial focus of the study centred on the motivational characteristics of student participants. However, changes in the external context prompted the inclusion of further data into the research design and a shift of methodological emphasis, exploring the ways in which assumptions underlying data collection procedures related to labour market information and uptake of individual FE subjects may be contributing to a continuous re-affirmation that 'English is enough'. The validity of this assertion and the authority accorded to it are called into question. It is argued that the belief will increasingly limit Scottish FE students' potential to participate as self-confident and self-determining individuals in a global and multilingual economy for which their vocational education and training is ostensibly trying to prepare them. Some suggestions, arising from the research, for a more inclusive language education policy are considered.",
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author = "Hannelore Doughty and {Self-funded (80{\%}) (Funder)} and {Scottish Further Education Unit (20{\%}) (Funder)}",
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Doughty, H, Self-funded (80%) (Funder) & Scottish Further Education Unit (20%) (Funder) 2005, 'Critical Perspectives on Modern Languages in Scottish Further Education 2000-2002', PhD, University of Stirling, Stirling.

Critical Perspectives on Modern Languages in Scottish Further Education 2000-2002. / Doughty, Hannelore; Self-funded (80%) (Funder); Scottish Further Education Unit (20%) (Funder).

Stirling, 2005. 323 p.

Research output: ThesisDoctoral Thesis

TY - THES

T1 - Critical Perspectives on Modern Languages in Scottish Further Education 2000-2002

AU - Doughty, Hannelore

AU - Self-funded (80%) (Funder)

AU - Scottish Further Education Unit (20%) (Funder)

PY - 2005/6/30

Y1 - 2005/6/30

N2 - The research in this thesis focuses on issues surrounding modern language provision within Scottish further education during the period 2000-2002. The study analyses the arguments regarding the place of modern language study within Scottish further education (FE) as expressed in formal and informal discourses, and assesses the influence of socio-cultural and socio-historical assumptions on these discourses. To this end, a multi-strand and multi-level research model was adopted, examining official and other public documents, together with views expressed by stakeholders from five Scottish FE colleges and from industry. These were analysed both on their own terms and by taking into account changes in the external context. The initial focus of the study centred on the motivational characteristics of student participants. However, changes in the external context prompted the inclusion of further data into the research design and a shift of methodological emphasis, exploring the ways in which assumptions underlying data collection procedures related to labour market information and uptake of individual FE subjects may be contributing to a continuous re-affirmation that 'English is enough'. The validity of this assertion and the authority accorded to it are called into question. It is argued that the belief will increasingly limit Scottish FE students' potential to participate as self-confident and self-determining individuals in a global and multilingual economy for which their vocational education and training is ostensibly trying to prepare them. Some suggestions, arising from the research, for a more inclusive language education policy are considered.

AB - The research in this thesis focuses on issues surrounding modern language provision within Scottish further education during the period 2000-2002. The study analyses the arguments regarding the place of modern language study within Scottish further education (FE) as expressed in formal and informal discourses, and assesses the influence of socio-cultural and socio-historical assumptions on these discourses. To this end, a multi-strand and multi-level research model was adopted, examining official and other public documents, together with views expressed by stakeholders from five Scottish FE colleges and from industry. These were analysed both on their own terms and by taking into account changes in the external context. The initial focus of the study centred on the motivational characteristics of student participants. However, changes in the external context prompted the inclusion of further data into the research design and a shift of methodological emphasis, exploring the ways in which assumptions underlying data collection procedures related to labour market information and uptake of individual FE subjects may be contributing to a continuous re-affirmation that 'English is enough'. The validity of this assertion and the authority accorded to it are called into question. It is argued that the belief will increasingly limit Scottish FE students' potential to participate as self-confident and self-determining individuals in a global and multilingual economy for which their vocational education and training is ostensibly trying to prepare them. Some suggestions, arising from the research, for a more inclusive language education policy are considered.

KW - modern languages

KW - scotland

KW - further education

KW - policy

KW - motivation

KW - critical theory

KW - self-determination theory

KW - language learning

M3 - Doctoral Thesis

CY - Stirling

ER -

Doughty H, Self-funded (80%) (Funder), Scottish Further Education Unit (20%) (Funder). Critical Perspectives on Modern Languages in Scottish Further Education 2000-2002. Stirling, 2005. 323 p.