Boys into Modern Languages: An investigation of the discrepancy in attitudes and performance between boys and girls in modern language

It is widely acknow ledged that girls outperform boys across the curriculum in the G C S E exam inations w hich are taken at the end of five years compulsory secondary educa tion. How ver, the gap in performance between boys and girls in modern languages is very marked and may suggest a need to reassess patterns of teaching and learning. This paper examines the differences in attitudes between boys and girls in modern languages after five years‚ study in an attempt to give some explanation for the considerable discrepancy in performance. Although previous research findings relating to boys’ and girls’ attitudes to their studies were confirmed, the significance of teacher personality and classroom practices emerged clearly from pupil interviews with both sexes. The article recognises the changes in the nature of the modern languages curriculum brought about by the introduction of G C S E and the ongoing implementation of the National Curriculum, but points to the limitations and frustrations posed by these new agendas. Drawing extensively on pupil interviews, factors are highlighted w hich significantly affect pupils’ perspectives and attitudes tow ards m odern langua ges, and tentative suggestions are made w hich could help to im prove the performance of both boys and girls in this traditionally `female’ subject.