‘Is this the same subject?’ Students’ perceptions of language use in Modern Languages degrees

This paper interrogates how the structural separation between language and cultural content in Modern Languages degrees in the UK shapes students’ perceptions and expectations. Drawing on 14 semi-structured interviews with first-year undergraduate students of Spanish at a British research-intensive university, the study identifies three key themes: expectations about the use of the target language, reasons for language preference, and perceived differences between language and content modules. Findings reveal a consistent expectation among students for greater integration of the TL across all modules, with many expressing a sense of disconnection when cultural content is delivered in English. While language modules were perceived as interactive and accessible, content modules were associated with academic rigour but emotional detachment. The paper argues that the entrenched division between language and content undermines student engagement, reinforces staff hierarchies, and contributes to the precarious status of ML in the UK. It concludes by calling for a re-evaluation of pedagogical approaches, advocating for a better integration of language and culture that aligns more closely with student expectations and supports the long-term viability of the discipline.