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Rethinking the concept of progression in the National Curriculum for Modern Foreign Languages: a research perspective

Mitchell, Rosamond (2003) Rethinking the concept of progression in the National Curriculum for Modern Foreign Languages: a research perspective Language Learning Journal, 27, (1), pp. 15-23. (doi:10.1080/09571730385200041).

Record type: Article

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.

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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

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Date deposited: 21 Sep 2005
Last modified: 17 Jul 2017 17:03

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