Abstract Summary
A new policy introducing the teaching of a foreign language in primary schools was introduced in 2014 in England. However, the implementation of this policy has encountered major challenges which are reviewed in this paper, before proposing a series of ten research-based recommendations proposing solutions to address them.
Abstract :
In September 2018, the first cohort of primary language learners to have studied a language in primary school from ages 7-11, following the introduction of a new policy in 2014, made the transition from primary to secondary school. Research and inspection evidence to date indicates that primary schools have made valiant attempts, but have often fallen far short of full implementation as envisaged by the National Curriculum Review (2012) and the Languages Programme of Study (2013). The result has been inequity of opportunity for primary pupils across the country.
Lack of direct government support and guidance has meant that the challenges schools have faced since 2014 (time allocation, low teacher subject knowledge and language proficiency, limited access to professional development and a lack of a shared and agreed understanding of pupil progress at the point of transfer from primary to secondary schools.) look set to continue unless prompt action is taken.
There is a clear need for a coherent implementation strategy, and it is equally clear that for such a strategy to work effectively, it needs to be based on research evidence and involve all relevant stakeholders. The Research in Primary Languages (RiPL http://www.ripl.uk) Summit held in November 2018 brought together key players in policy making and leading practitioners and academics from across the country. The resultant RiPL White Paper presents implications for practice based on lessons from research into primary language learning, and concludes by putting forward ten realistic recommendations to support the full implementation of the primary languages policy. These include the creation of a National Taskforce for Primary Languages.
The recommendations are a call to action that involves all stakeholders, including teachers, school leaders, academics, professional associations, cultural partners, non-government organisations, as well as needing the support of central government.
