References
- Amabile, T.M. 1990. Within you, without you: the social psychology of creativity, and beyond. In Theories of Creativity, eds. M.A. Runco, and R.S. Albert, 61–91. Newbury Park, CA: Sage Publications.
- Applebaum, M., and R. Leikin. 2014. Mathematical challenge in the eye of the beholder: mathematics teachers’ views. Canadian Journal of Science, Mathematics and Technology Education 14, no. 4: 388–403. DOI: https://doi.org/10.1080/14926156.2014.958624.
- Baddeley, A., M. Eysenck, and M.C. Andersen. 2020. Memory. Abingdon: Routledge.
- Biesta, G. 2015. What is education for? On good education, teacher judgement, and educational professionalism. European Journal of Education 50, no. 1: 75–87. DOI: https://doi.org/10.1111/ejed.12109.
- Brumfit, C.J. 1984. Communicative Methodology in Language Teaching. Cambridge: Cambridge University Press.
- Busse, V., J. Cenoz, N. Dalman, and F. Rogge. 2019. Addressing linguistic diversity in the language classroom in a resource-oriented way: an intervention study with primary school children. Language Learning 70, no. 2: 382–419.
- Cable, C., P. Driscoll, R. Mitchell, S. Sing, T. Cremin, J. Earl, I. Eyres, B. Holmes, C. Martin, and B. Heins. 2010. Primary Modern Languages: A Longitudinal Study of Language Learning at Key Stage 2. Nottingham, UK: Department for Children, Schools and Families.
- Courtney, L. 2017. Transition in modern foreign languages: a longitudinal study of motivation for language learning and second language proficiency. Oxford Review of Education 43, no. 4: 462–481.
- Csizér, K., and J. Kormos. 2008. The relationship of intercultural contact and language learning motivation among Hungarian students of English and German. Journal of Multilingual and Multicultural Development 29, no. 1: 30–48. DOI: https://doi.org/10.2167/jmmd557.0.
- Deoksoon, K. 2020. Learning language: learning culture. teaching languages to the whole student. ECNU Review of Education 3, no. 3: 519–541.
- Department for Education and Science (DES). 1977. Modern Languages in Comprehensive Schools, HMI Series: Matters for Discussion 3. London: HMSO.
- Department for Education (DfE). 2013. National Curriculum in England: primary curriculum. https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum. (Accessed 29 January 2022).
- Department for Education (DfE). 2021. GCSE Modern Foreign Language (MFL) subject content review: Public consultation. https://consult.education.gov.uk/ebacc-and-arts-and-humanities-team/gcse-mfl-subject-content-review (Accessed 29 January 2022).
- Department for Education (DfE). 2022a. French, German and Spanish GCSE subject content review. Government consultation response. https://www.gov.uk/government/consultations/gcse-modern-foreign-languages-mfl-subject-content-review.
- Department for Education (DfE). 2022b. French, German and Spanish GCSE Subject Content. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1046043/GCSE_French_German_Spanish_subject_content.pdf.
- Diezmann, C.M., and J. Watters. 2000. Identifying and supporting spatial intelligence in young children. Contemporary Issues in Early Childhood 1, no. 3: 299–313.
- Dobson, A. 2018. Towards ‘MFL for all’ in England: a historical perspective. The Language Learning Journal 46, no. 1: 71–85..
- Enever, J. 2018. Policy and Politics in Global Primary English. Oxford: Oxford University Press.
- Fan, S.P., Z. Liberman, B. Keyzar, and K.D. Kinzler. 2015. The exposure advantage: early exposure to a multilingual environment promotes effective communication. Psychological Science 26, no. 7: 1090–1097.
- Gampe, A., S. Wermelinger, and M.M. Daum. 2019. Bilingual children adapt to the needs of their communication partners, monolinguals do not. Child Development 90, no. 1: 98–107.
- Goldenberg, E.P. 2019. Problem posing and creativity in elementary-school mathematics. Constructivist Foundations 14, no. 3: 319–331.
- GOV.UK. n.d. Statistics: GCSEs (key stage 4) https://www.gov.uk/government/collections/statistics-gcses-key-stage-4. Accessed 9 February 2022.
- Graham, S., L. Courtney, A. Tonkyn, and T. Marinis. 2016. Motivational trajectories for early language learning across the primary-secondary school transition. British Educational Research Journal 42, no. 4: 682–702.
- Graham, S., L. Courtney, A. Tonkyn, and T. Marinis. 2017. Early language learning: the impact of teaching and teacher factors. Language Learning 67, no. 4: 922–958.
- Graham, S., L. Fisher, J. Hofweber, and H. Krüsemann. 2020a. Getting creative in the languages classroom. In Creative Multilingualism: A Manifesto, eds. K. Kohl, R. R. Dudrah, A. Gosler, S. Graham, M. Maiden, W-C. Ouyang, and M. Reynolds. 151–176. Open Book Publishers. https://www.openbookpublishers.com/product/1166.
- Graham, S., R. Woore, A. Porter, L. Courtney, and C. Savory. 2020b. Navigating the challenges of l2 reading: self-efficacy, self-regulatory reading strategies, and learner profiles. The Modern Language Journal 104, no. 4: 693–714. DOI:https://doi.org/10.1111/modl.12670.
- Halle, T.G., J.V. Whittaker, M. Zepeda, L. Rotherberg, R. Anderson, P. Daneri, J. Wessel, and V. Buysse. 2014. The social–emotional development of dual language learners: looking back at existing research and moving forward with purpose. Early Childhood Research Quarterly 29, no. 4: 734–749.
- Handel, B., and A. Herrington. 2003. Mathematics teachers’ beliefs and curriculum reform. Mathematics Education Research Journal 15: 59–69.
- Hawkins, E. 1981. Modern Languages in the Curriculum. Cambridge: Cambridge University Press.
- Hawkins, E. 1996. Language teaching in perspective. In Thirty Years of Language Teaching, ed. E. Hawkins, 13–32. London: CILT.
- He, Q, and B. Black. 2019. Statistical Evidence Pertaining to the Claim of Grading Severity in GCSE French, German and Spanish and the Impact of Statistical Alignment of Standards on Outcomes. Coventry: Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/844033/Statistical_Evidence_Report_-_ISC_-_FINAL65574.pdf.
- Kalyuga, S. 2007. Expertise reversal effect and its implications for learner-tailored instruction. Educational Psychology Review 19: 509–539.
- Kupers, E., A. Lehmann-Wermser, G. McPherson, and P. van Geert. 2019. Children's creativity: a theoretical framework and systematic review. Review of Educational Research 89, no. 1: 93–124.
- Lanvers, U. 2011. Language education policy in England. Is English the elephant in the room? Apples. Journal of Applied Language Study 5, no. 3: 63–78.
- Macaro, E., and L. Erler. 2008. Raising the achievement of young-beginner readers of French through strategy instruction. Applied Linguistics 29, no. 1: 90–119.
- McLelland, N. 2018. The history of language learning and teaching in Britain. The Language Learning Journal 46, no. 1: 6–16.
- Mitchell, R. 2002. Foreign language education in an age of global English. Inaugural lecture, Centre for Language Education. University of Southampton. 27th February 2002. Retrieved from www.southampton.ac.uk/~rfm3/inaugural.htm.
- Mitchell, R. 2014. Making the case for the future of languages. In Debates in Modern Languages Education, eds. P. Driscoll, E. Macaro, and A. Swarbrick, 203–217. Abingdon: Routledge.
- Mitchell, R., and F. Myles. 2019. Learning French in the UK setting: policy, classroom engagement and attainable learning outcomes. Apples Journal of Applied Language Studies 13, no. 1: 69–93.
- Mitchell, R., F. Myles, and E. Marsden. 2019. Second Language Learning Theories. Abingdon: Routledge.
- Murphy, V.A., H. Arndt, J. Briggs Baffoe-Djan, H. Chalmers, E. Macaro, H. Rose, R. Vanderplank, and R. Woore. 2020. Foreign language learning and its impact on wider academic outcomes: a rapid evidence assessment. Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Publications/Foreign_language_learning_and_its_impact_on_wider_academic_outcomes_-_A_rapid_evidence_assessment.pdf (Accessed 9 February 2022).
- Myles, F., R. Mitchell, and J. Hooper. 1999. Interrogative chunks in French L2: a basis for creative construction? Studies in Second Language Acquisition 21, no. 1: 49–80.
- Ofqual. 2017. Perceptions of subject difficulty and subject choices: are the two linked, and if so, how? Ofqual Report No: 17/6288. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachmeent_data/file/649891/Perceptions_of_subject_difficulty_and_subject_choices.pdf. (Accessed 5 January 2022).
- Ofsted. 2011. Modern languages achievement and challenge 2007-2010. Ofsted. https://www.gov.uk/government/publications/modern-languages-achievement-and-challenge-2007-to-2010 (Accessed 29 January 2022).
- Ofsted. 2021. Curriculum research review series: languages. https://www.gov.uk/government/publications/curriculum-research-review-series-languages. (Accessed 5 January 2022).
- Porter, A. 2014. An early start to French literacy: learning the spoken and written word simultaneously in English primary schools. Unpublished doctoral dissertation. University of Southampton.
- Porter, A., F. Myles, A. Tellier, and B. Holmes. 2020. Supporting foreign languages in an anglophone world: implementation challenges in English primary schools. Language Teaching for Young Learners 2, no. 2: 213–239.
- Radić-Bojdanić, B. 2013. Intercultural approach in teaching young learners. In Integrating culture and language teaching in TEYL. Conference proceedings No. 16. ed. V. Savić and I. Ćirković-Miladinović, 7–18. University of Kragujevac Faculty of Education in Jagodina.
- Richardson, K. 2014. What can we learn from the pupils? Transition from KS2 to KS3. Paper presented at the Association for Language Learning (ALL) Language World conference. University of Lancaster, 4 April 2014.
- Roehr-Brackin, K., and A. Tellier. 2019. The role of language-analytic ability in children’s instructed second language learning. Studies in Second Language Acquisition 41, no. 5: 1111–1131.
- Ros i Solé, C. 2003. Culture for beginners: a subjective and realistic approach for adult language learners. Language and Intercultural Communication 3, no. 2: 141–150.
- Rotaru, E. 2020. Stimulating primary school children's creativity. Revista Românească Pentru Educaţie Multidimensională 12, no. 4: 431–439..
- Sharpe, K. 2007. Communication, culture, context, confidence: the four Cs of primary modern language teaching. The Language Learning Journal 6, no. 1: 13–14.
- Stein, M.K., and C.E. Coburn. 2008. Architectures for learning: a comparative analysis of two urban school districts. American Journal of Education 114, no. 4: 583–626. Available at http://depts.washington.edu/ctpmail/PDFs/org
- Torrance, E.P. 1972. Torrance Tests of Creative Thinking—Directions Manual and Scoring Guide—Figural Test, Booklet A. Lexington: Personnel Press.
- Woll, B., and L. Wei. 2019. Cognitive Benefits of Language Learning: Broadening our Perspectives. London: The British Academy. https://www.thebritishacademy.ac.uk/documents/287/Cognitive-Benefits-Language-Learning-Final-Report.pdf
- Woore, R., S. Graham, K. Kohl, L. Courtney, and C. Savory. 2020. Consolidating the evidence base curriculum, pedagogy and assessment reform at GCSE: an investigation of teachers’ views. University of Oxford. Available at https://ora.ox.ac.uk/objects/uuid:1f797d25-98b4-4b89-863a-779b2348ae20
- Woore, R., S. Graham, A. Porter, L. Courtney, and C. Savory. 2018. Foreign language education unlocking reading (FLEUR). Project Report, University of Oxford. http://www.education.ox.ac.uk/research/foreign-language-education-unlocking-reading/ (Accessed 9 February 2021).