Evidence-based policy: early modern language learning at primary

Abstract

My commission is to examine critically current research evidence on early language learning (ELL) at primary school and its relationship to policy-making. While priority is given to developments in England, developments in Ireland, Scotland and the continent of Europe are also discussed, as is the extent to which all of them are informed by research evidence. Then, drawing on wider research, a range of factors (societal, provision, process and individual/group) are outlined which are at play in ELL, along with the sorts of learner outcome to which clusters of such factors might lead. A number of key concerns arising from ELL policy development initiatives are identified which thus far have not been resolved, and an analysis of two specific factors (‘societal attitudes’ and ‘motivation’) illustrates how research evidence might contribute to improved ELL policy development.

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