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Lookup NU author(s): Professor Rene KoglbauerORCiD
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND).
Ofsted's (2021) Curriculum research review for languages (OCRR) draws conclusion on what ‘high-quality language education’ may look like. This opinion piece problematises the status of these conclusions as ‘features’ or recommendations. Before delving into a selection of identified ‘features’ in more depth, the author highlights the complexity of curriculum design and the interdependence between school-based curriculum design and the intended and assessed curricula. This leads to a critical analysis of ‘may’ statements that directly impact on language teachers, leaders of languages and their approach to curriculum design and pedagogy. These include progress-orientated curriculum design, language assessment and testing (including dictation), communicative strategies, target language and culture through authentic materials as well as transition issues. Furthermore, the opinion piece explores the potential implications the OCRR and its recommendations may have on initial teacher education, early career development and continuous professional development for teachers and leaders. The think piece concludes by calling for a collaborative approach and joint ownership by all stakeholders rather than putting all responsibility on language teachers and language leaders.
Author(s): Koglbauer R
Publication type: Article
Publication status: Published
Journal: The Language Learning Journal
Year: 2022
Volume: 50
Issue: 2
Pages: 262-267
Online publication date: 05/03/2022
Acceptance date: 10/02/2022
Date deposited: 10/03/2022
ISSN (print): 0957-1736
ISSN (electronic): 1753-2167
Publisher: Routledge
URL: https://doi.org/10.1080/09571736.2022.2045681
DOI: 10.1080/09571736.2022.2045681
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