This study investigated the progress and preparedness of young learners of French in England, as they moved from primary to secondary school. It explored whether an ‘oracy-based approach’ or a ‘literacy-based approach’ leads to better outcomes for learners, in terms of their grammatical knowledge and readiness for further study. Expectations of what progress can be achieved in grammatical development by the end of Key Stage 2 need to secondary research thesis realistic. Fine-grained assessment tools are needed to show whether or not learners make ‘substantial’ progress during Key Stage 2 in grammar and vocabulary.
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