Progression in Primary Languages: A longitudinal study of the route and rate of language learning in primary school
Lead Research Organisation:
University of Reading
Department Name: Institute of Education
Abstract
Language skills are essential in today's multilingual, multicultural society. The benefits of language learning for both individuals and society are well established; language learning enhances cognitive, social and communication skills, as well as the linguistic skills employers value (British Academy, 2016). Yet language study in schools is in decline in England and levels of linguistic proficiency are low, a deficit which is estimated to cost the UK economy £48bn through barriers to trade (Foreman-Peck & Wang, 2014). A detailed understanding of how language knowledge and skills develop in classroom contexts, in English-dominant societies, is fundamental to addressing these issues.
In response to the languages crisis in England, foreign languages were made a compulsory subject at Key Stage 2 (age 7 to 11) from 2014. This move mirrors similar steps taken in countries around the world to lower the age that children begin learning a language in school. This shift is motivated by the belief that an earlier start will improve learning outcomes and encourage long-term language study. However, in a classroom context, which offers limited teaching time, the benefits of an early start are much less clear-cut, and our understanding of the route and rate of language learning within this context is sparse.
England's primary foreign language curriculum emphasises that children should make substantial progress in one language. Yet, primary schools offer on average 30 to 60 minutes of language teaching a week. In this time-limited context, it is unclear what substantial progress should look like for these young learners. A clear picture of what constitutes realistic progression during Key Stage 2 is essential, to inform curriculum and assessment design, and so that secondary schools can take into account the language knowledge that children bring with them from primary school. Continuity in the primary-secondary transition will foster the sense of progression, which is key to pupils' motivation for language learning, and encourage long-term language study, in turn helping to address the long-standing language crisis in the UK.
Therefore, this project aims to gain in-depth knowledge of children's language development during the first four years of language learning at primary school. The project will explore the impact of individual factors (e.g. language background, aptitude, attitude), teaching approach, and contextual factors (e.g. attitudes of teachers, leadership teams, parents) on successful language learning in the classroom context. The findings will establish realistic expectations about progression at this level, to maximise the benefits of an early start to language learning and lay the groundwork for progression and language study at secondary school and beyond.
This research will transform our understanding of the route and rate of language learning by young learners within the classroom context, particularly for learners within English-dominant countries where there is minimal/no exposure to the language outside of the classroom. The study will be conducted in partnership with practitioners to ensure that the findings will be directly relevant to policy and practice. It will build on the work undertaken nationally (funded by the Department for Education) to reform language teaching at Key Stage 3, by applying the research- and practice-based pedagogic principles to develop materials for language teaching and testing in Key Stage 2. The research findings will identify new directions for research into language learning by young learners within the instructed setting. The research has the potential to dramatically change the way that primary and secondary schools work together to ensure continuity and progression throughout pupils' language learning journey. In turn, this would increase motivation for long-term language study, thereby decreasing the individual and societal cost of the existing languages deficit.
In response to the languages crisis in England, foreign languages were made a compulsory subject at Key Stage 2 (age 7 to 11) from 2014. This move mirrors similar steps taken in countries around the world to lower the age that children begin learning a language in school. This shift is motivated by the belief that an earlier start will improve learning outcomes and encourage long-term language study. However, in a classroom context, which offers limited teaching time, the benefits of an early start are much less clear-cut, and our understanding of the route and rate of language learning within this context is sparse.
England's primary foreign language curriculum emphasises that children should make substantial progress in one language. Yet, primary schools offer on average 30 to 60 minutes of language teaching a week. In this time-limited context, it is unclear what substantial progress should look like for these young learners. A clear picture of what constitutes realistic progression during Key Stage 2 is essential, to inform curriculum and assessment design, and so that secondary schools can take into account the language knowledge that children bring with them from primary school. Continuity in the primary-secondary transition will foster the sense of progression, which is key to pupils' motivation for language learning, and encourage long-term language study, in turn helping to address the long-standing language crisis in the UK.
Therefore, this project aims to gain in-depth knowledge of children's language development during the first four years of language learning at primary school. The project will explore the impact of individual factors (e.g. language background, aptitude, attitude), teaching approach, and contextual factors (e.g. attitudes of teachers, leadership teams, parents) on successful language learning in the classroom context. The findings will establish realistic expectations about progression at this level, to maximise the benefits of an early start to language learning and lay the groundwork for progression and language study at secondary school and beyond.
This research will transform our understanding of the route and rate of language learning by young learners within the classroom context, particularly for learners within English-dominant countries where there is minimal/no exposure to the language outside of the classroom. The study will be conducted in partnership with practitioners to ensure that the findings will be directly relevant to policy and practice. It will build on the work undertaken nationally (funded by the Department for Education) to reform language teaching at Key Stage 3, by applying the research- and practice-based pedagogic principles to develop materials for language teaching and testing in Key Stage 2. The research findings will identify new directions for research into language learning by young learners within the instructed setting. The research has the potential to dramatically change the way that primary and secondary schools work together to ensure continuity and progression throughout pupils' language learning journey. In turn, this would increase motivation for long-term language study, thereby decreasing the individual and societal cost of the existing languages deficit.
People |
ORCID iD |
Rowena Kasprowicz (Principal Investigator / Fellow) |
Description | Creation of scheme of work and resources for primary German teaching |
Geographic Reach | Local/Municipal/Regional |
Policy Influence Type | Contribution to new or improved professional practice |
URL | https://research.reading.ac.uk/progression-primary-languages/key-stage-2-german-resources/ |
Description | Roundtable of primary languages with Minister for Schools |
Geographic Reach | National |
Policy Influence Type | Participation in a guidance/advisory committee |
Title | Vocabulary size test (French, German, Spanish) |
Description | Design, creation, piloting, refining of a picture-based multiple-choice vocabulary size test for use with young beginner learners of French, German, and Spanish, respectively. Creation included the development of a corpus of language that young learners, who are learning a language in classrooms in contexts such as England, are likely to encounter/be exposed to. Items for the VST were then sampled from this corpus. Note exisitng tools aimed primarily at learners of English and/or at older/more proficient learners. |
Type Of Material | Physiological assessment or outcome measure |
Year Produced | 2023 |
Provided To Others? | No |
Impact | Use witihn present reserach study and requests for use in another funeded- reserach project being conducted at another institution. |
Description | Association for Language Learning |
Organisation | Association for Language Learning |
Country | United Kingdom |
Sector | Charity/Non Profit |
PI Contribution | Provided information on the project |
Collaborator Contribution | Raising awareness of the project via website, primary languages hubs, and email lists. Members agreed to be part of project steering group. |
Impact | Raising awareness of the project via website, primary hub network, and email list. Members agreed to participation in project steering group. |
Start Year | 2022 |
Description | Blog post on University of Reading Institute of Education's research news bulletin |
Form Of Engagement Activity | Engagement focused website, blog or social media channel |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Postgraduate students |
Results and Impact | Blog post announcing launch of project website. |
Year(s) Of Engagement Activity | 2022 |
URL | https://research.reading.ac.uk/education/2022/10/28/news-dr-rowena-kasprowicz-associate-professor-of... |
Description | Presentation at Herts for Learning school network conference |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | Regional |
Primary Audience | Professional Practitioners |
Results and Impact | Presentation introducing the Progression in Primary Languages project at the Herts for Learning annual Languages Conference. |
Year(s) Of Engagement Activity | 2022 |
Description | Project website |
Form Of Engagement Activity | Engagement focused website, blog or social media channel |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | Project website including information about the project, information on routes to engage with the project, and links to the teaching resources available for schools to use. |
Year(s) Of Engagement Activity | 2022 |
URL | https://research.reading.ac.uk/progression-primary-languages/ |
Description | Website page with Association for Language Learning |
Form Of Engagement Activity | Engagement focused website, blog or social media channel |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Professional Practitioners |
Results and Impact | Project overview published as page on website for Association for Language Learning, including links for further engagement. |
Year(s) Of Engagement Activity | 2022 |
URL | https://www.all-languages.org.uk/project/the-progression-in-primary-languages-research-project/ |