Can we design language education policy and curricula for a motivated learner? Self-Determination Theory and the UK language crisis

With the UK entering its fourth decade of this crisis with no end in sight, it is timely to ask how current policy directions for language learning beyond compulsory phase (currently age 14 all 4 nations) align learners' psychological needs relation learning. After a review these within motivational theory, article first discusses foreign languages (FL) policies four nations (England, Wales, Northern Ireland, Scotland), alongside debates around recently published 2021 Ofsted Curriculum Research Review (OCRR), which likely underpin Ofsted's inspections provision England. We then critically evaluate range research-based measures boost learner motivation, some show promising results. Taking as our theoretical basis autonomy, relatedness and competence that comprise Self-Determination Theory (SDT), we analyse FL practices UK, including those articulated OCRR, conclude tend ignore or misinterpret theory. This followed by recommendations both SDT principles research evidence. The conclusion evaluates opportunities risks directions.