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Supporting foreign languages in an Anglophone world: implementation challenges in English primary schools

Supporting foreign languages in an Anglophone world: implementation challenges in English primary schools
Supporting foreign languages in an Anglophone world: implementation challenges in English primary schools
Foreign language (FL) learning in English primary schools, statutory provision for most schools since 2014, has been characterised by distinct challenges. The first issue, peculiar to Anglophone settings, concerns how language learning is valued when ubiquitous English learning rationales of economic and social capital are unhelpful. Other challenges, shared globally, relate to provision and practice such as: the importance of progression, motivation, age-appropriate pedagogy and contextual factors. Successful policy implementation in England remains elusive and continues to be characterised by a lack of cohesion, coordination and forward planning. Provision and practice are problematic and linked to deficits in curriculum time, teacher linguistic expertise, planning and progression. This article will explore how both language and broader education policy in England have created conflicting forces for the sustainability of the foreign languages initiative in primary schools. It will examine how networks of researchers, teachers, educationalists and policy makers are supporting implementation through national and local education stakeholder engagement. Through collaboration and co-construction, research-informed practical suggestions are promoted, coupled with the development of solution-focused research agendas.
213-239
Porter, Alison
978474c5-8b0b-4dc6-8463-3fd68162d0cd
Myles, Florence
299dcd9d-6ba2-4aa7-9ae5-02e63838823f
Tellier, Angela
e2b274d7-d817-4cf2-9b7a-50abc5d19b72
Holmes, Bernardette
21ebbf82-3709-46f9-998f-2873aeb78c14
Porter, Alison
978474c5-8b0b-4dc6-8463-3fd68162d0cd
Myles, Florence
299dcd9d-6ba2-4aa7-9ae5-02e63838823f
Tellier, Angela
e2b274d7-d817-4cf2-9b7a-50abc5d19b72
Holmes, Bernardette
21ebbf82-3709-46f9-998f-2873aeb78c14

Porter, Alison, Myles, Florence, Tellier, Angela and Holmes, Bernardette (2020) Supporting foreign languages in an Anglophone world: implementation challenges in English primary schools. Language Teaching for Young Learners, 2 (2), 213-239. (doi:10.1075/ltyl.19013.por).

Record type: Article

Abstract

Foreign language (FL) learning in English primary schools, statutory provision for most schools since 2014, has been characterised by distinct challenges. The first issue, peculiar to Anglophone settings, concerns how language learning is valued when ubiquitous English learning rationales of economic and social capital are unhelpful. Other challenges, shared globally, relate to provision and practice such as: the importance of progression, motivation, age-appropriate pedagogy and contextual factors. Successful policy implementation in England remains elusive and continues to be characterised by a lack of cohesion, coordination and forward planning. Provision and practice are problematic and linked to deficits in curriculum time, teacher linguistic expertise, planning and progression. This article will explore how both language and broader education policy in England have created conflicting forces for the sustainability of the foreign languages initiative in primary schools. It will examine how networks of researchers, teachers, educationalists and policy makers are supporting implementation through national and local education stakeholder engagement. Through collaboration and co-construction, research-informed practical suggestions are promoted, coupled with the development of solution-focused research agendas.

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Accepted 27.02.20. Porter et al final draft - Accepted Manuscript
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More information

Accepted/In Press date: 28 February 2020
e-pub ahead of print date: 8 July 2020
Published date: July 2020

Identifiers

Local EPrints ID: 439104
URI: http://eprints.soton.ac.uk/id/eprint/439104
PURE UUID: 31d135eb-bf9b-4908-b809-55937be16585
ORCID for Alison Porter: ORCID iD orcid.org/0000-0002-8462-1909

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Date deposited: 03 Apr 2020 16:30
Last modified: 18 Feb 2021 17:17

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Contributors

Author: Alison Porter ORCID iD
Author: Florence Myles
Author: Angela Tellier
Author: Bernardette Holmes

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