Picture of sea vessel plough through rough maritime conditions

Innovations in marine technology, pioneered through Open Access research...

Strathprints makes available scholarly Open Access content by researchers in the Department of Naval Architecture, Ocean & Marine Engineering based within the Faculty of Engineering.

Research here explores the potential of marine renewables, such as offshore wind, current and wave energy devices to promote the delivery of diverse energy sources. Expertise in offshore hydrodynamics in offshore structures also informs innovations within the oil and gas industries. But as a world-leading centre of marine technology, the Department is recognised as the leading authority in all areas related to maritime safety, such as resilience engineering, collision avoidance and risk-based ship design. Techniques to support sustainability vessel life cycle management is a key research focus.

Explore the Open Access research of the Department of Naval Architecture, Ocean & Marine Engineering. Or explore all of Strathclyde's Open Access research...

(Turning our) back to the future? Cross-sector perspectives on language learning

Jones, Lynne and Doughty, Hannelore (2015) (Turning our) back to the future? Cross-sector perspectives on language learning. Scottish Languages Review (29). pp. 27-40.

[img]
Preview
Text (Jones-Doughty-SLR-2015-Turning-our-back-to-the-future-cross-sector-perspectives)
Jones_Doughty_SLR_2015_Turning_our_back_to_the_future_cross_sector_perspectives.pdf
Accepted Author Manuscript

Download (897kB) | Preview

Abstract

This paper reports on the analysis of a subset of the data related to a wider project about perspectives on language learning as part of the launch event of the Scottish Government’s 1+2 language policy in November 2012. Transcriptions of interviews with learners from primary, secondary and tertiary education sectors were compared and contrasted using an iterative coding process. The findings suggest that the lack of challenge in the language curriculum, previously identified by McPake et al in 1999, continues to act as a demotivating factor, compounded by poor transition arrangements between education sectors. A subsequently conducted literature review revealed commonalities with our own findings. Some recommendations for stakeholders in languages education are put forward for consideration.