Modern languages in England’s National Curriculum: a call for (r)evolution!

Journal article

In this article, we offer a personal response to the interim report of the Curriculum and Assessment Review (CAR: DfE, 2025a). The report pledges to undertake ‘deeper analysis to diagnose the specific issues affecting each subject’ (p. 9). Our aim is therefore to contribute to this analysis in relation to Modern Languages in particular, and to offer concrete recommendations for the review panel. We argue that, to respond effectively to the challenges facing Modern Languages in schools, some elements of both evolution and revolution will be needed, including greater clarity about the aims and purposes of the subject as a ‘pluricentric’ discipline and the nature of learning in its different strands. The article examines the place of Modern Languages at different stages of a ‘knowledge-rich’ curriculum, along with a number of related questions (including statutory requirements, assessment, and the choice of which language). We then discuss the nature of languages as a pluricentric discipline with multiple aims (including Languages as skill development; the development of intercultural understanding; and the development of knowledge about language). We conclude with some proposals for consideration that embrace both evolution and revolution.

Authors: Woore, R; Molway, L; Mutton, T

• Publication status: Published
• Peer review status: Peer reviewed
• Publisher: Taylor & Francis
• Journal: Language Learning Journal
• Publication date: 2025-10-02
• Acceptance date: 2025-09-04
• DOI: 10.1080/09571736.2025.2558984
• EISSN: 1753-2167
• ISSN: 0957-1736
• Language: English
• Keywords: modern languages; languages; modern languages curriculum