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Policy for Language Education in England: Does Less Mean More?

University of Manchester, UK

This paper details major and significant developments in the teaching of English to pupils aged 5-16 years in the school system in England, the years of compulsory education.

To begin with definitions of terms. There are four aspects of language education provision that pertain in England:

1. the teaching of English as the mother tongue;

2. the teaching of English as an Additional Language (EAL);

3. the teaching of other languages: community (CL) and

4. modem foreign languages (MFL).

This paper addresses 1, 2 and 3.

Throughout the nomenclature reflects that of the public documents that have outlined the details of provision. It is hoped this reflects changing attitudes, policy and provision of the teaching of EMT, EAL and CLs within mainstream education in England.

There is no formal policy for language education in England (PLEE). Official views on the type and nature of language education, including which languages are to be taught, and by implication, the opposite, which are to be omitted from the official curriculum, are gleaned from a range of curriculum policy documents (listed in Appendix A). The absence of a formal language policy statement can be understood as a statement by omission. This paper will explore the implications of this absence and pose the question: does less policy lead to more language education?

RELC Journal, Vol. 35, No. 1, 83-103 (2004)
DOI: 10.1177/003368820403500107


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