Pachler, N;
Broady, E;
(2022)
Language policy, evidence-informed practice, the role of regulatory bodies and teacher agency.
The Language Learning Journal
pp. 1-7.
10.1080/09571736.2022.2046379.
(In press).
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Abstract
This is a very unusual special issue. The articles we bring together present an expert response to recent UK government policy documents on the teaching and assessment of modern foreign languages in schools in England. Our focus, in particular, is on the Curriculum Research Review for Languages from Ofsted, the UK's school inspection service (Ofsted 2021b: henceforth, OCRR) and the related revised GCSE Subject Content for French, German and Spanish (DfE 2022) from the Department for Education (DfE).
| Type: | Article |
|---|---|
| Title: | Language policy, evidence-informed practice, the role of regulatory bodies and teacher agency |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/09571736.2022.2046379 |
| Publisher version: | https://doi.org/10.1080/09571736.2022.2046379 |
| Language: | English |
| Additional information: | © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/). |
| UCL classification: | UCL |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10145977 |
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