Call for evidence: A-levels in heritage languages
The LAGB (Linguistics Association of Great Britain and Northern Ireland) are, together with the University Council of Modern Languages (UCML) and the British Academy, examining university admissions policies on the acceptance of A-level qualifications in heritage and community languages. Currently, some HE institutions or programmes do not accept language A-levels (other than English or Welsh) from students who are considered to be "native speakers" of the assessed language, as this is not perceived to reflect sufficient academic challenge or achievement. We are collecting references to primary research that can be used to inform a more transparent, consistent, and evidence-based approach to policies on this issue, and would greatly appreciate your contributions. If you have further questions, please contact Yuni Kim, LAGB Honorary Secretary (yuni.kim3@proton.me). 

Please share widely. We will start collating responses on 31 October, so input before this date will be particularly valued. Thank you very much.
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Modern Languages A-levels assess a wide variety of skills and knowledge on topics such as grammar and vocabulary; effective oral and written communication (including control of register and ability to structure arguments); literacy and ability to engage with literature; and culture, history, and society. At A-level, students must develop "their capacity for critical and analytical thinking" and "as independent researchers," both - crucially - "through the language of study." Please see the DfE guidance for more detail. 

We are looking to cite research, preferably in the UK context, that evaluates these skills in adolescent or older heritage-language speakers. Studies on the effects of academic study, versus a control group with less/no academic study of the heritage language, would be particularly relevant. If you are able to recommend some suitable references, please type them here. (Enough info for us to track down the sources is fine.)
We are also looking to cite recent research, preferably in the UK context, that bears on the extent to which it is valid, coherent, or possible to distinguish between "native" and "non-native" speakers in heritage/community language contexts. If you have any recommendations or pointers, please share them here.
Do you have any other thoughts or comments? In particular, we would appreciate specific anecdotes if you know students or parents/carers whose attitudes to heritage-language study have been shaped (either negatively or positively) by perceived university admissions value or policy. Please include only a level of detail that would be fine to use in a publicly accessible document.
If you would like to receive updates about progress on this issue, with possible opportunities to provide further input, please enter your email address here. (You will be able to remove yourself from the list at any time.)
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