Curriculum policy and curriculum models

Here you will find summaries of research papers that relate to curriculum policy and curriculum models appropriate for young children. Each summary is worded to be reader-friendly, and covers no more than one side of A4. If you have any questions about the research, or would like to know more, please contact us or the theme leader, Janet, at j.h.enever@reading.ac.uk

Curriculum policy and curriculum models appropriate for young children

The development of policy

“The development of policy in relation to language learning at the early primary level of schooling has received only limited attention in the literature on policy studies in general, and within the framework of an emerging education policy space across Europe specifically.” (Enever, 2012:9).

English

An increasing number of European schools are offering English as the first foreign language to young learners. English primary schools now offer languages from age 7 with French still the majority language taught.

“In 12 countries, almost all students learn a foreign language in primary education” (Eurydice 2017: 60-61).

Curriculum models

English state schools typically lean towards the lower end of the input continuum, with awareness, encounter and subject-teaching the most commonly implemented models. On the other hand, L2 teaching in other countries tends towards the upper end of the input continuum, with subject-teaching, embedding and immersion the most frequently chosen models.

Current primary FL policy in England

“It is now a statutory requirement that all children from age 7 be taught a foreign language in school. “Teaching may be of any modern or ancient foreign language and should focus on enabling pupils to make substantial progress in one language.”  National Curriculum in England – languages programme of study at KS2

Common European Framework of Reference for Languages (CEFR)
The Companion Volume with New Descriptors (provisional Edition) is intended as a complement to the CEFR: Learning, teaching, assessment.

A longitudinal survey of the implementation of primary languages from 2006-2008

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Authors

Wade, P. & Marshall, H. (2009)

Keywords

  • ages 7 to 11
  • three-year longitudinal study (2006-2008)
  • NFER KS2 strategy investigation

Languages and language learning at Key Stage 2 – a longitudinal study

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Authors

Cable, C., Driscoll, P., Mitchell, R., Sing, S., Cremin, T., Earl, J., Eyres, I., Holmes, B., Martin, C. and Heins, B. (2010)

Keywords

  • ages 7 to 11
  • three-year government-commissioned study (2007-2010)
  • overview of language provision and teaching

Early Language Learning in Europe

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Authors

Enever, J. (Ed., 2011)

Keywords

  • international study
  • 1,400 children
  • policy and implementation
    attitude and language proficiency

Technologically Enhanced Learning in Primary Schools

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Authors

Macrory, G., Chrétien, L. & Ortega-Martin, J. (2012)

Keywords

  • international study
  • ages 8 – 11 
  • video-conferencing

Primary French in the Balance - the 'Nuffield' Pilot

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Authors

Burstall, C., Jamieson, M., Cohen, S., & Hargreaves, M. (1974)

Keywords

  • long-term investigation
  • three cohorts
  • ages 8 – 11

Primary French in the Balance - a critique of the 'Nuffield' Pilot

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Authors

Bennett, S. N. (1975); Buckby, M. (1976); Gamble, C. J., & Smalley, A. (1975); Kunkle, J. F. (1977).

Keywords

  • long-term investigation
  • three cohorts
  • ages 8 – 11

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