Abstract/Summary

The Curriculum and Assessment Review’s Interim Report (CAR, 2025) flagged potential concerns relating to the efficacy of languages teaching particularly in primary schools. In response, this paper explores how “substantial progress” (DfE, 2013) 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.