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Bridging the Key Stage 2/3 transition gap: taking primary languages seriously

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Kasprowicz, R. ORCID: https://orcid.org/0000-0001-9248-6834 (2025) Bridging the Key Stage 2/3 transition gap: taking primary languages seriously. Languages Society and Policy. ISSN 2515-3854

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.

Item Type Article
URI https://centaur.reading.ac.uk/id/eprint/124231
Refereed Yes
Divisions Arts, Humanities and Social Science > Institute of Education > Language and Literacy in Education
Publisher University of Cambridge
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