Is the English Baccalaureate (EBacc) helping participation in language learning in secondary schools in England?

ABSTRACT

Low participation in language learning in secondary education is a topic which continues to exercise education policy-makers in England and other anglophone contexts. One instance of an attempt to increase take-up can be found in the introduction of the EBacc, a performance measure which requires the majority of young people to study a language as part of a combination of ‘core academic subjects’. This paper draws on longitudinal case-study research and adopts a policy enactment lens to consider the impact of the performance measure on participation in language learning. The findings suggest that an attempt to increase take-up through the EBacc, tied to high-stakes testing, is problematic. While the EBacc places renewed emphasis on languages in the 14-16 curriculum the research illustrates how competing policy requirements have, in some cases, perpetuated and exacerbated inequalities rather than leading to a democratisation of language learning. I conclude that there is still much to be done to raise confidence in languages education in English schools, and that the interrelated tensions and contradictions made transparent in this research need to be addressed at national and regional levels, as well as locally to secure participation for all young people in a meaningful and inclusive languages education.

KEYWORDS:

• Modern (foreign) languages
• participation
• performance measures
• English Baccalaureate (EBacc)
• General Certificate of Education (GCSE)
• education policy

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 In the context of secondary education in England the terms modern foreign languages (MFL), modern languages (ML) or languages are most commonly used to indicate the study of an additional language (other than English).

2 In England most secondary age pupils (11–16) attend publicly funded state-schools. Maintained schools (including community schools) are run by and receive funding via their Local Authority. Academies and free schools are funded directly by central government and are run by Academy Trusts, they do not have to follow the national curriculum and have greater control over their admissions and budgets.

3 GCSE (General Certificate of Secondary Education) performance is graded on a nine-point numerical grading system: Grades 9–1. 4 is a standard pass and 5 is a strong pass.