Supporting foreign languages in an Anglophone world
Bibliographic record
Abstract
Abstract Foreign language (FL) learning in English primary schools, statutory provision for most schools since 2014, has been characterised by distinct challenges. The first issue, peculiar to Anglophone settings, concerns how language learning is valued when ubiquitous English learning rationales of economic and social capital are unhelpful. Other challenges, shared globally, relate to provision and practice such as: the importance of progression, motivation, age-appropriate pedagogy and contextual factors. Successful policy implementation in England remains elusive and continues to be characterised by a lack of cohesion, coordination and forward planning. Provision and practice are problematic and linked to deficits in curriculum time, teacher linguistic expertise, planning and progression. This article will explore how both language and broader education policy in England have created conflicting forces for the sustainability of the foreign languages initiative in primary schools. It will examine how networks of researchers, teachers, educationalists and policy makers are supporting implementation through national and local education stakeholder engagement. Through collaboration and co-construction, research-informed practical suggestions are promoted, coupled with the development of solution-focused research agendas.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.005 | 0.003 |
| Scholarly communication | 0.006 | 0.003 |
| Open science | 0.001 | 0.008 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.009 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".