Rethinking the concept of progression in the National Curriculum for Modern Foreign Languages: a research perspective
Rethinking the concept of progression in the National Curriculum for Modern Foreign Languages: a research perspective
This paper reviews problems with the model of linguistic progression which underpins the National Curriculum for Modern Foreign Languages in England, and argues that the curriculum in its present form has been a missed opportunity for “languages for all”. Among other difficulties, the model is poorly informed by current research-based understandings of the nature of classroom-based interlanguage development. Current levels of learner motivation and learner achievement are known to be problematic, and UK society is sceptical about the need for languages as a compulsory curriculum component. In this difficult situation, it is argued, curriculum renewal must draw on research-based theory and data much more systematically, if a more successful language learning experience is to be provided for the majority of school age learners.
15-23
Mitchell, Rosamond
de2eabed-7903-43fa-961a-c16f69fddd7e
2003
Mitchell, Rosamond
de2eabed-7903-43fa-961a-c16f69fddd7e
Mitchell, Rosamond
(2003)
Rethinking the concept of progression in the National Curriculum for Modern Foreign Languages: a research perspective.
Language Learning Journal, 27 (1), .
(doi:10.1080/09571730385200041).
Abstract
This paper reviews problems with the model of linguistic progression which underpins the National Curriculum for Modern Foreign Languages in England, and argues that the curriculum in its present form has been a missed opportunity for “languages for all”. Among other difficulties, the model is poorly informed by current research-based understandings of the nature of classroom-based interlanguage development. Current levels of learner motivation and learner achievement are known to be problematic, and UK society is sceptical about the need for languages as a compulsory curriculum component. In this difficult situation, it is argued, curriculum renewal must draw on research-based theory and data much more systematically, if a more successful language learning experience is to be provided for the majority of school age learners.
This record has no associated files available for download.
More information
Published date: 2003
Identifiers
Local EPrints ID: 12318
URI: http://eprints.soton.ac.uk/id/eprint/12318
ISSN: 0957-1736
PURE UUID: 5d21060f-4745-4548-a682-d43b3da9e005
Catalogue record
Date deposited: 21 Sep 2005
Last modified: 16 Mar 2024 02:33
Export record
Altmetrics
Download statistics
Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.
View more statistics
