| Jenkins, Lucy 2022. Opening the world during lockdown: multilingual and multicultural experiences for learners in Wales through mentoring. Turok-Squire, Ruby, ed. COVID-19 and Education in the Global North, Palgrave Macmillan,, pp. 83-108. (10.1007/978-3-031-02469-6_4) |
Abstract
The onset of the pandemic in March 2020 reset everyday experiences for children and young people across the UK. Despite best efforts, variable provision across schools and the wider ripple effects of the pandemic led to learning loss, with learners from socio-economically challenging backgrounds most acutely impacted. Concerned about the impact that the pandemic would have on an already precarious situation for language learning in Wales, MFL Mentoring launched the Post-16 Languages Recovery Project, to provide inclusive spaces for learners to engage in language and cultural learning opportunities. In this chapter, we will consider the global challenges facing education, illuminating key issues arising from the pandemic focusing in particular on the loss of learning. Secondly, we will consider the specific context for education in Wales and the impact of the pandemic on preparations for the Curriculum for Wales. We will analyse pre-pandemic trends in language learning in Wales in order to understand why languages are particularly vulnerable to the impacts of COVID-19, above all amongst the most deprived learners. Finally, we will evaluate the success of the Post-16 Languages Recovery Project through analysing primary data collated from learners throughout the first lockdown period, April–July 2020, and from teachers July–August 2021.
| Item Type: | Book Section |
|---|---|
| Date Type: | Published Online |
| Status: | Published |
| Schools: | Modern Languages |
| Publisher: | Palgrave Macmillan, |
| ISBN: | 9783031024696 |
| Last Modified: | 08 Jul 2024 14:02 |
| URI: | https://orca.cardiff.ac.uk/id/eprint/156226 |
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