Creativity, challenge and culture in the languages classroom: a response to the Ofsted Curriculum Research Review

In this opinion piece we problematise foreign language (FL) learning curricula which are rigidly based on carefully sequenced input and constrained opportunities. Whilst an important component in learning, knowledge constitutes more than phonics vocabulary grammar. Our stance is premised the understanding that, whether novice or expert, FL learner not a ‘tabula rasa’. other words, every will have existing linguistic, social cultural skills, as well cognitive developing metacognitive resources potential to both support frustrate process. This, turn, problematises structured approach teaching rests input, opportunities minimal exposure unfamiliar language. We propose that should be centred around actively communicate language, supported by rich plentiful input. suggest foster emotional engagement intrinsic motivation, young learners engage with artefacts authentic content target addition, activities offer challenge enough scaffolding experience success likely self-efficacy linked motivation.