Work

Is progression in primary languages possible? Reflections from a large-scale longitudinal research study

Year: 2025

Type: article

Abstract: The Curriculum and Assessment Review’s Interim Report (CAR [2025]. Interim Report. Crown Copyright. https://assets.publishing.service.gov.uk/media/6821d69eced319d02c9060e3/Curriculum_and_Assessment_Review_interim_report.pdf) flagged potential concerns relating to the efficacy of languages teaching particularly in primary schools. In response, this paper explores how ‘substantial progress’ (DfE [2013]. Languages Programmes of Study: Key Stage 2. National Curriculum in England. Crown Copyright) in language learning can be defined in terms of both linguistic and non-linguistic outcomes and discusses recent research evidence indicating that demonstrable progress in language learning throughout the four years of learning at primary school is possible. In light of the numerous challenges primary schools face with implementing the languages curriculum, the key factors (e.g. amount and quality of language input, teacher confidence and expertise, continuity across key stages) which may impact progression are discussed.

Source: Language Learning Journal

DOI: 10.1080/09571736.2025.2558994

Author: R. E. Kasprowicz

Institution: University of Reading

Language: English

Topic: EFL/ESL Teaching and Learning

Subfield: Language and Linguistics

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Funder: UK Research and Innovation