Foreign language education policies at secondary school level in England and Germany: an international comparison

ABSTRACT

International comparative curriculum research is becoming more important in a globalised world. However, up-to-date comparative studies of international foreign language education policies are still rare. This study compares current modern foreign language curricula in England with that in the state of North-Rhine Westphalia in Germany at Key Stage 4 and equivalent, to identify points of convergence and divergence in learning intentions. The analysis shows systematic differences and similarities regarding philosophical underpinning, learning goals, curriculum content and the level of alignment to international frameworks for teaching, learning and assessing foreign language proficiency. The paper discusses the findings with reference to the implications for the development of modern foreign languages teaching and learning in both educational settings.

KEYWORDS:

• International comparative curriculum research
• French as a foreign language
• foreign language education policies in England and Germany

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 ‘Controlled assessment’ is ‘a form of teacher-supervised internal assessment that aims to encourage a more integrated approach to teaching, learning and assessment.’ (Ofqual. 2013. Review of controlled assessment in GCSEs. Ofqual 13/5291. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/377903/2013-06-11-review-of-controlled-assessment-in-GCSEs.pdf).