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

Kasprowicz, R. E. ORCID: https://orcid.org/0000-0001-9248-6834 (2025) Is progression in primary languages possible? Reflections from a large-scale longitudinal research study. The Language Learning Journal. ISSN 1753-2167 doi: 10.1080/09571736.2025.2558994

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.

Item Type	Article
URI	https://centaur.reading.ac.uk/id/eprint/124232
Identification Number/DOI	10.1080/09571736.2025.2558994
Refereed	Yes
Divisions	Arts, Humanities and Social Science > Institute of Education > Language and Literacy in Education
Publisher	Taylor & Francis
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