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Is progression in primary languages possible? Reflections from a large-scale longitudinal research study.

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Title: Is progression in primary languages possible? Reflections from a large-scale longitudinal research study.
Authors: Kasprowicz, R. E.1 r.kasprowicz@reading.ac.uk
Source: Language Learning Journal. Feb2026, Vol. 54 Issue 1, p73-81. 9p.
Subject Terms: *Second language acquisition, *Curriculum-based assessment, *Native language, *Language ability, *Teacher effectiveness, *Educational outcomes, *Longitudinal method, *Pedagogical content knowledge
Geographic Terms: England
Abstract: The Curriculum and Assessment Review's Interim Report (CAR [2025]. Interim Report. Crown Copyright. ) flagged potential concerns relating to the efficacy of languages teaching particularly in primary schools. In response, this paper explores how 'substantial progress' (DfE [2013]. Languages Programmes of Study: Key Stage 2. National Curriculum in England. Crown Copyright) in language learning can be defined in terms of both linguistic and non-linguistic outcomes and discusses recent research evidence indicating that demonstrable progress in language learning throughout the four years of learning at primary school is possible. In light of the numerous challenges primary schools face with implementing the languages curriculum, the key factors (e.g. amount and quality of language input, teacher confidence and expertise, continuity across key stages) which may impact progression are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Language Learning Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The Curriculum and Assessment Review's Interim Report (CAR [2025]. Interim Report. Crown Copyright. ) flagged potential concerns relating to the efficacy of languages teaching particularly in primary schools. In response, this paper explores how 'substantial progress' (DfE [2013]. Languages Programmes of Study: Key Stage 2. National Curriculum in England. Crown Copyright) in language learning can be defined in terms of both linguistic and non-linguistic outcomes and discusses recent research evidence indicating that demonstrable progress in language learning throughout the four years of learning at primary school is possible. In light of the numerous challenges primary schools face with implementing the languages curriculum, the key factors (e.g. amount and quality of language input, teacher confidence and expertise, continuity across key stages) which may impact progression are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Language Learning Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Feb2026
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