Study in the UK

In the UK, a culture of competition and achievement is created within society, but more specifically within schools. Students are encouraged to participate in sports games, drama production to represent the school in the area or talent shows.

Although languages ​​are not yet a mandatory feature in elementary school, the above achievements are taken into account as soon as a child begins high school. The assessment the government wants to establish implies that students who drop out of primary school with good results will be more likely to go to the lists of the schools that are at the top of the list in the leader board. Consequently, you can divide schools into categories, as was the case before the existence of comprehensive schools.

The figures analyzed above show that the dropout rate in  دراسة لغة في بريطانيا ​​is already quite high, and even more so in schools that are at the bottom of the leader board. "Allowing schoolchildren to drop out of languages ​​at age 14 is reinforcing an existing class division, warns a report by national education agencies. Schools with more students in free school meals make languages ​​optional. In some cases, although isolated, school dropout was extremely high One school reported that 40% of students in year 11 did not study a language (last year's option options), increasing to 90% by year 10 (this year.) 

This معاهد لغة في بريطانيا also reported side effects at key stage 3, with reduced curriculum time for lower capacity groups. "In fact, the UK seems to be backing down to an elitist education system, and this is not the only fact to this conclusion.

Although the existence of an exam at the end of primary school should not legally be relevant to the enrollment of students in secondary school, the selection still exists under cover of a different name. 

However, in some less prosperous households in disadvantaged areas, this competitive spirit is not found. Parents are more likely to lack a culture of self-evaluation and not pass these values ​​on to their children. Students are sent to comprehensive schools, where expectations are lower, and it is in this type of environment where the right to languages ​​is at risk in the Key Stage 4, as shown by the previous figures. 

To assess whether a school is within the boundaries of a less fortunate area, statisticians use the milestone of free school meals, which are only provided to families living below the poverty line. Donald McLeod's article on the TES website illustrates this concern: "In 2003, 70% of schools with more than 10% of students in free school meals had made optional languages, compared to 31% of the rest. 67% of schools with half or less of their students scoring A and C on the GCSE had made languages ​​optional, while only 38% of schools with higher-achieving students had done so ".

Students in comprehensive schools have set goals in all their subjects. Year-end, End of Key Stage 3, and GCSE target scores are set. In addition, at School Z, the Modern Foreign Languages ​​department sets goals for student achievement levels for each semester.