Abstract/Summary

In the following opinion article, Rowena Kasprowicz explores emerging research evidence demonstrating that, with the right conditions, linguistic progression is possible at primary school. Reflecting on this evidence and in light of the challenges for Key Stage 2/3 transition, Rowena argues for the importance of i) reducing variation in primary languages provision, and ii) facilitating robust communication channels between sectors to ensure that children’s language learning experiences at primary school are taken seriously.