Reports on language education
The following collection lists some reports and other material relevant to language education in the UK (and therefore to CLiE). It covers English as well as foreign languages (FL).
- 2023.10: “A, B, C, it’s as easy as 1, 2, 3” Towards new assessments for Numeracy, Literacy and Digital Fluency. (AQA) Announces plans for a new qualification.
- 2023.6: English Studies Provision in UK Higher Education. (British Academy)
- 2023.6: Research in Languages, Cultures and Societies: Voices of Researchers in the UK
- Harrison, Katie & Nicola Mclelland. 2023. Research in Languages, Cultures and Societies: Voices of Researchers in the UK. Modern Languages Open 1–36.
- 2023.3: New Language-hub schools and NCLE announced
- 2023.2: Languages Provision in Further Education (British Academy)
- 2022.10: ‘Languages Learning in Higher Education: Granular Trends’ (British Academy and UCML)
- “There has been a significant decrease in language learning over the past decade amongst those studying undergraduate degrees solely focused on language”
- 2022.9: Language teaching in schools (England (House of Commons Library)
- A useful compilation of facts and figures.
- 2022.6: Submission on GCSE English Language by the Common English Forum.
- 2022: Official recruitment targets for new FL teachers.
- NB: In the previous two ITT [Initial Teacher Training] rounds, recruitment for modern languages was below target, so we have increased the 2022/23 target for modern languages to account for this previous under-recruitment. This is the first time we have made such an adjustment for the subject, leading to modern languages having the largest percentage increase in targets this year. … increasing by 635 trainees, from 1,505 to 2,140 (42.2% increase). [Comment: FL is the only subject area that received this treatment. The new target of over 2,000 new recruits for FL should be seen in the context of the current figures for UK graduates in FL opting for a career in teaching: about 175!]
- Schoolsweek reports that FL teacher recruitment produced only 34% of the targeted numbers in 2022-3 (726/2140), compared with just 69% in 2021-2.
- 2022.5: Research review series: English. Published by Ofsted. Reviews the research evidence for general principles for teaching spoken language, reading, writing and literature but ignores most UK research. Recommends explicit teaching about language.
- 2022.3: Report on a major Nuffield-funded research project on the effects of applying Englicious to the taching of writing in Key Stage 1.
- 2022.2: Recommendation of the Committee of Ministers [of the Council of Europe] to member States on the importance of plurilingual and intercultural education for democratic culture (co-drafted by Terry Lamb)
- An explanatory memorandum expanding the recommendation.
- 2022.1: “Reading wars or reading reconciliation? A critical examination of robust research evidence, curriculum policy and teachers’ practices for teaching phonics and reading” by Dominic Wyse and Alice Bradbury
- 2022.1: Government response to the consultation on the Foreign Languages GCSE exam
- 2021.11: Second edition of a 2017 report by the Education Endowment Fund on improving literacy at KS2; it emphasises the need for explicit teaching of both vocabulary and morphology (producing ‘morphological awareness’).
- 2021.11: A debate in the House of Lords on teacher recruitment and training in which Baroness Coussins raised questions about the supply of new MFL teachers.
- 2021.10: Multilingual young people’s reading in 2021 (by Anne Teravainen-Goff, Christina Clark and Sabine Little (University of Sheffield))
- 2021.7: British Academy launches the Strategic Committee for Languages in Higher Education
- 2021.7: University Council for Modern Languages (UCML) report on trends in university modern languages admissions 2012-2018
- 2021.7: House of Lords Report on MFL
- 2021.6: Research Review: Languages. Published by Ofsted. Reviews the research evidence for general principles for teaching foreign languages.
- Highly critical special issue of The Language Learning Journal
- 2021. GCSE English Language: Time for Change (from Teaching English volume 27, published by NATE)
- 2021.4: Speak for Change. Final report and recommendations from the Oracy All-Party Parliamentary Group Inquiry. London: House of Commons.
- 2021.3: For consultation: Revised Subject Content specification for MFL at GCSE
- 2021.2: The Importance of Languages in Global Context: An International Call to Action (by the British Academy, American Academy of Arts, Sciences, Academy of the Social Sciences in Australia, Australian Academy of the Humanities and The Royal Society of Canada)
- 2020.12: Report by the Institute of Physics recommending a national system for subject-specific CPD for teachers.
- 2020.12: Report signed by the British Academy and national academies from the USA, Canada and Australia on the lack of foreign-language skills in anglophone countries.
- 2020.9: Report published by the Institute of Welsh Affairs on a worrying drop in the number of trainee teachers in Wales who can teach in Welsh.
- 2020.9: Report by the Migration Advisory Committee recommending that teachers of foreign languages should be added to the shortage occupation list.
- 2020.8: Comment on 2020 A-level results by the British Academy, highlighting the continuing fall in languages, and especially a 40% drop in ‘other languages’ (mostly community languages).
- 2020.7: Towards a National Languages Strategy: Education and skills (British Academy with other bodies)
- 2020.5: The Nuffield Foundation reports the success of its Nuffield Early Language Interention (NELI), corroborated by EEF.
- 2020: Teacher labour market. Annual report 2020 (NFER)
- 2020.1: Language teaching in schools (England) (House of Commons Library)
- 2020.1: Boys studying modern foreign languages at GCSE in schools in England (Part 1. Schools that are beating the odds, by Bobbie Mills, Education Policy Institute; Part 2. What makes an odds-beating school? by Teresa Tinsley, Alcantara Communications)
- 2020.1: A Languages Crisis?A report (written by Megan Bowler, an undergraduate) published by the Higher Education Policy Institute.
- 2019.11: House of Commons briefing paper on teacher recruitment and retention. (Deficit in MFL, surplus in English)
- 2019.11: The ECML (European Centre for Modern Languages) project on Developing language awareness in subject classes.
- 2019.10: Education Endowment Fund: Integrating English.
- The project found that a teaching programme called “Language in Learning Across the Curriculum (LiLAC)” had no effect on EAL learners’ writing.
- 2019.8: Telegraph: Re top grades at A-level, Foreign Languages score very high but English Language scores very low.
- Contrast 2018: Inter-subject comparability …
- 2019.7: Education Endowment Fund: Improving literacy in secondary schools.
- The report recommends the explicit teaching of the special language of each subject – see our resources on subject language.
- 2019.5: The British Academy: Cognitive Benefits of Language Learning: Broadening our Perspectives, by Professor Bencie Woll FBA and Professor Li Wei FBA
- 2019.2: The British Academy, the Academy of Medical Sciences, the Royal Academy of Engineering and the Royal Society: Languages in the UK: a call for action.
- 2019: RIPL White Paper. Primary Languages Policy in England – The Way Forward (By Bernardette Holmes and Florence Myles; including a one-page summary)
- 2018: The PISA international comparison of skills in reading.
- 2018: Inter-subject comparability in A level sciences and modern foreign languages. Examining the claim that these subjects are more severely graded than other A levels
- 2017. 9: The Royal Society and the Education Endowment Fund: Review of SES and Science Learning in Formal Educational Settings. (concludes that the main causal link between social class and attainment in science is via literacy)
- 2016: PIRLS (Progress in Internatiomal Reading Literacy Study) Improved results in reading tests for Y5 pupils in England compared with other countries.
- 2016.12: Teaching Schools Council: Modern Languages Pedagogy (the Bauckham report).
- 2016: OECD: Building skills for all: a review of England. Policy insights from the survey of adult skills.
- England has more school-leavers without functional literacy than any other country in the study, and is the only country where school-leavers are no better than their grandparents.
- 2014: The Welsh language in education in the UK (2nd Edition)
- 2014: The British Academy: Born Global: Implications for Higher Education by Bernardette Holmes
- 2013: Teachers’ Standards. Guidance for school leaders, school staff and governing bodies (July 2011, introduction updated June 2013)
- 2013: The British Academy: Languages: The state of the nation.
- 2013: The British Academy and Cumberland Lodge: Multilingual Britain.
- 2013: Myhill, Debra, Susan Jones, Helen Lines & Annabel Watson. 2012. Re-Thinking Grammar: the Impact of Embedded Grammar Teaching on Students’ Writing and Students’ Metalinguistic Understanding. Research Papers in Education 27. 139–166.
- 2014:Torgerson, David, Carole Torgerson, Natasha Mitchell, Hannah Buckley, Hannah Ainsworth, Clare Heaps & Laura Jefferson. 2014. Grammar for Writing. Evaluation Report and Executive Summary. Education Endowment Fund.
- 2019: Tracey, Louise, Jan Boehnke, Louise Elliott, Kate Thorley, Sarah Ellison & Claudine Bowyer-Crane. 2019. Grammar for Writing. Evaluation report and executive summary. London: Education Endowment Foundation.
- 2012: Lessons from abroad: International review of primary languages
- 2012: Moving English forward: action to raise standards in English (OFSTED report)
- 2011: Report of the Inquiry into Overcoming the Barriers to Literacy. (All-party Parliamentary Group for Education)
- 2010: The training of teachers. (House of Commons select committee report; #27: PGCE applicants with 2.1 or first-class degree in FL (43%) versus English (73%).
- 2009: The Rose review of primary education
- 2009: Review of modern foreign languages provision in higher education in England (the Worton report).
- 2007: The Languages Review (the Dearing report), by Ron Dearing and Lid King
- 2006: Research Review in Modern Languages, by Mike Kelly
- 2005: AHRC Report on the ring-fenced doctoral awards. [6 ring-fenced PhD awards for research on the linguistics of major European languages couldn’t be awarded for lack of applicants]
- 2005: The National Languages Strategy in Higher Education, by Hillary Footitt
- 2005: The KS2 Framework for Languages
- 2004: Writing Improvement Matrix (Key Stage 3 National Strategy)
- 2002: DfES: Languages for all: languages for life
- 2002: Grammar for Writing: Supporting pupils learning EAL (Key Stage 3 National Strategy)
- 2001: Year 7 Sentence level Bank (Key Stage 3 National Strategy)
- 1999: Improving literacy and numeracy. A fresh start (The Moser Report)
- 1997: The implementation of the National Literacy Strategy.
- 1994: Evaluation of the Implementation of English in the National Curriculum at Key Stages 1, 2 and 3 (1991-1993) (The Warwick Evaluation)
- 1994: Report of the Commission of Inquiry into English. Balancing literature, language and media in the National Curriculum.
- 1990: A Survey of Language Awareness and Foreign Language Taster Courses. A Report by HM Inspectorate
- 1989: English for ages 5 to 16 (the Cox Report)
- 1988: Report of the Committee of Inquiry into the Teaching of English Language (the Kingman Report)
- 1987: Modern foreign languages to 16
- 1984: English from 5 to 16. (HMI revised report; first draft 1982)
- 1977: Modern Languages in Comprehensive Schools
- 1975: A Language for Life (the Bullock report on the teaching of English).
- 1921: The Teaching of English in England (The Newbolt Report)
- 1918: Report of the committee appointed by the Prime Minister to enquire into the position of modern languages in the educational system of Great Britain (The Leathes Report).
For a longer historical timescale, there’s a massive, and possibly complete, historical collection of documents including reports on education.