This poster surveys the last 60 years of languages education in England, identifying three cycles of innovation and disillusionment: (1) from optimism surrounding entry into the Common Market to disenchantment (1960s–1970s); (2) from grass-roots innovation in 'languages for all' to conformism to a new National Curriculum (1980s–1990s); and various further constructive initiatives being discontinued by government (2000s–2010s).
This poster surveys the last sixty years of language education in England, with a focus on teaching in schools. Three cycles of innovation and disillusionment are identified:
1) optimism and support for languages associated with the UK's forthcoming entry into the European Common Market (1960s) giving way to disenchantment with 'scientific' methods and early language learning, and difficulties of comprehensivization (1970s);
2) hopes of grass-roots innovation in pursuit of 'languages for all' (1980s) being dampened by perceived needs of conformism to the new National Curriculum (1990s); and
3) work surrounding a new National Language Strategy (2000s) being suddenly halted by a new government (2010 onward) which also ushered in a new period of Euroscepticism.
The overall decrease in school language study over the last 20 years contrasts with a previous rise. The poster is based on a review of secondary accounts and primary source materials pertaining to the national level, combined with oral accounts relating both to national initiatives and to local initiatives in a particular city. It therefore serves as a foundation for further intended local / grounded history of [language teaching] practice although the focus of the poster itself is mainly on changes in curriculum and ideas about language teaching.
