Ofsted's (2021) Curriculum research review for languages (OCRR) draws conclusion on what 'high-quality language education' may look like. This opinion piece problematises the status of these conclusions as 'features' or recommendations. Before delving into a selection of identified 'features' in more depth, the author highlights the complexity of…

This article reflects on the epistemological steamrolling that the 2021 Ofsted Curriculum Research Review (OCRR) accomplishes: in part, by the positioning of the problem and solution through highly selective cherry-picking (omitting key causal factors); in part, through the discursive move of acknowledging complexity before offering simple and…

Mid-career teachers are often described as experienced and comfortable in their jobs with higher motivation and self-efficacy (Hargreaves 2005); yet, at the same time, the mid-career phase has also been portrayed as a period marked by a career plateau and feelings of stagnation (Farrell 2014). Despite the criticality of this career phase and the…

Ofsted's (2021. Curriculum research review series: Languages (OCRR). https://www.gov.uk/government/publications/curriculum-research-review-series) sees 'phonics' as one of three key 'pillars of progression' in language learning. This paper critically examines this view, beginning with the OCRR's definition of 'phonics'. Focussing on the teaching…

In this opinion piece we problematise foreign language (FL) learning curricula which are rigidly based on carefully sequenced input and constrained learning opportunities. Whilst an important component in language learning, language knowledge constitutes more than phonics vocabulary and grammar. Our stance is premised on the understanding that,…

The vocabulary content of the French MFL curriculum in England has received criticism (Häcker, M. 2008. Eleven pets and 20 ways to express one's opinion: the vocabulary learners of German acquire at English secondary schools. "The Language Learning Journal" 36, no. 2: 215-26; Tschichold, C. 2012. French vocabulary in Encore…

Research has suggested the important role of vocabulary knowledge in second language (L2) speaking proficiency. However, earlier studies tended to disregard the congruence in test format between assessing vocabulary knowledge and speaking skills with the former predominantly measured in written format. The current study measured vocabulary…

The government funded two-year project, "Stepping Up in Modern Foreign Languages" (MFL), sought to align MFL teaching across the transition between primary and secondary schools. This paper describes the results of the project evaluation that was conducted using Cultural-historical Activity Theory as its research approach. This approach…

Ofsted's 2021 Curriculum Research Review outlines a language pedagogy predicated on an exclusively cognitivist approach to language learning, which relies on three 'pillars of progression': phonics, vocabulary and grammar. The review makes a brief acknowledgement of the importance of motivational factors, including 'pupils' positive views of…

This study investigated the systematic and principled teaching of foreign language (FL) literacy in two young learner classrooms in England. Over the course of 23 weeks, two classes of 9-11 year olds (N = 45) learned spoken and written language through an integrated pedagogy. The underpinning rationale was to explore principled ways of teaching FL…

This paper considers the languages on offer in secondary schools in England and the possibility of enacting curriculum change with a view to reducing the dominance of French, Spanish and, to a lesser extent, German as a possible way to increase take-up of modern foreign languages post-14. Questionnaires were completed by 666 students aged 14-15,…

This study reports on the evaluation of long-term impact of four intercultural citizenship projects undertaken in university foreign language classrooms. Curricular developments based on Byram's intercultural citizenship theory have demonstrated the immediate impact including the development of self and intercultural awareness, criticality, social…

This study of vocabulary comprehension strategies (VCS) is framed by the debate on L2-only instruction in the second or foreign language (L2) classroom where the teacher shares the first language (L1) of the students. Research has shown that some teachers switch to the L1 to explain lexical items while others try to explain them through L2…

Watching foreign language programmes and films with captions (same-language subtitles intended for the deaf and hard-of-hearing) has been shown to assist learners in phonetic retuning, vocabulary acquisition and listening comprehension [e.g. Mitterer and McQueen, 2009. Foreign subtitles help but native-language subtitles harm foreign speech…

There has been much debate about the development of a suitably qualified workforce to deliver the objectives of the Key Stage 2 language learning entitlement in England. The model of a skilled primary languages subject leader, working in collaboration with enthusiastic generalist class teachers is emerging as a consistent preference. Relatively…