The gendering of languages education

Abstract

The statistics and trends examined in the previous chapter suggest the overall shape and direction of the boys–languages relationship in the contexts in question. As we have noted, these figures mask every-day classroom realities, reflecting macro-trends but failing to differentiate clearly between compulsory and post-compulsory figures or between male and female student numbers. They point none the less towards a clear ‘gendering’ of languages education, with boys seen as less likely to participate – or to continue to participate – than girls. The crucial point is the ‘post-compulsory moment’, when students make their own decisions about whether or not they continue with language study. We saw this point to be differently located in different countries, even within different regions or states of the same country; but regardless of when and where it happens, the data presented in the previous chapter indicate the trend common to the Anglophone countries we examined: post-compulsory language study is a fragile enterprise and one which is significantly skewed in gender terms. This is the shape of foreign language programmes. In terms of direction, there is little evidence of increased enthusiasm or engagement in response to either changing global conditions or changing curriculum initiatives. Post-compulsory language study continues to be an under-subscribed curriculum option.