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Ofsted’s Curriculum research review for languages - what does this mean for language teachers, department leaders, curriculum design and professional development?

Lookup NU author(s): Professor Rene Koglbauer



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.

Publication metadata

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: 05/03/2021

Acceptance date: 10/02/2022

Date deposited: 10/03/2022

ISSN (print): 0957-1736

ISSN (electronic): 1753-2167

Publisher: Routledge


DOI: 10.1080/09571736.2022.2045681


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