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…

An intercultural stance within languages education has been widely embraced within curriculum planning in Australia. Yet prior research has shown that in implementation the stance may not reach its full potential. A key element of an intercultural stance is a focus on reciprocal understanding and "intra"cultural change. Students must…

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,…

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…

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,…

In the shift to English-medium instruction (EMI) in European higher education, policy often runs ahead of research and curricular decisions are taken independent of evidence regarding their suitability for achieving broader educational goals, which may range from internationalisation as a general strategy to English language learning as a more…

In the high-stakes accountability English educational system, decisions made by government and agencies about curriculum, pedagogy and assessment drive school planning and actions. This paper analyses the drivers for the recent change to French German and Spanish GCSEs and highlights particular areas of the new specification which may damage the…

In the light of recent debates on the declining take-up of languages in English schools, and on pupils' motivation towards language learning, this article furthers discussion and asks broader questions. Is there a coincidence between trends in British attitudes to Europe and the growing or waning enthusiasm for language learning across all…

This paper explores the impact of a specially designed programme of communicative strategies on English second language (ESL) development in a scaffolded case study that set out to promote teacher-guided, constructive learner talk in the outcomes-based education arts and culture classroom. The programme was implemented in a multilingual secondary…

Lists the factors to be considered when planning an effective second-language study program in the United Kingdom. These factors include important new vocabulary words, language skills and grammatical structures; student ability; basic, core and extension material; student evaluation; timings for each activity; and extra resources and materials…

Reviews current approaches to second-language syllabus design in the United Kingdom and proposes a model for planning a five-year course of study within the national curriculum framework that will take account of both the meanings a learner may wish to express and the grammatical knowledge needed, i.e., a model reconciling the semantic and…

Compiles the main findings of the Oxford Project on Diversification of First Foreign Language Teaching. This project examined pupils' and teachers' experiences of diversification, set in the context of local and national developments in language policy, and investigated matters affecting decisions as to which modern foreign language(s) to offer.…

Reflects the experience of teachers who attended a course on managing change. They used their new knowledge to introduce change in their own teaching or their own departments. Successful change implementation requires agreement on the change target(s), starting with a small, manageable target, and monitoring of the resulting change. (one…

Investigates the institutions in Cheshire, England, where Spanish is taught. The method involves a survey by questionnaire of 16 Comprehensive schools, 3 VI Form Colleges, and 5 Colleges of Further Education. Of the 24 institutions sent questionnaires, 79% were returned and analyzed. Results are provided. (four references) (CK)