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

Ursula Lanvers; Suzanne Graham

doi:10.1080/09571736.2022.2046353

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

Ursula Lanvers, Suzanne Graham

Education

Research output: Contribution to journal › Article › peer-review

Abstract

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
the compulsory phase (currently age 14 in all 4 UK nations) align with
learners’ psychological needs in relation to language learning. After a
review of these psychological needs within motivational theory, this
article first discusses current foreign languages (FL) policies in all four UK
nations (England, Wales, Northern Ireland, Scotland), alongside the
current debates around the recently published 2021 Ofsted Curriculum
Research Review for languages (OCRR), which is likely to underpin
Ofsted’s inspections of provision in England. We then critically evaluate a
range of research-based measures to boost learner motivation, some of
which show promising results. Taking as our theoretical basis the
psychological needs of autonomy, relatedness and competence that
comprise Self-Determination Theory (SDT), we then analyse FL policy and
practices directions in the UK, including those articulated in the OCRR,
and conclude that these tend to ignore or misinterpret motivational
theory. This is followed by recommendations for FL policy which align
both with SDT principles and research evidence. The conclusion critically
evaluates opportunities and risks of current UK policy directions

Original language	English
Pages (from-to)	223-237
Number of pages	15
Journal	Language Learning Journal
Volume	50
Issue number	2
DOIs	https://doi.org/10.1080/09571736.2022.2046353
Publication status	E-pub ahead of print - 15 Mar 2022

Bibliographical note

© 2022 Association for Language Learning. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details

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10.1080/09571736.2022.2046353

LanversGraham11Feb
© 2022 Association for Language Learning. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details
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Cite this

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title = "Can we design language education policy and curricula for a motivated learner?: Self Determination Theory and the UK language crisis",

abstract = "With the UK entering its fourth decade of this crisis with no end in sight, it istimely to ask how current policy directions for language learning beyondthe compulsory phase (currently age 14 in all 4 UK nations) align withlearners{\textquoteright} psychological needs in relation to language learning. After areview of these psychological needs within motivational theory, thisarticle first discusses current foreign languages (FL) policies in all four UKnations (England, Wales, Northern Ireland, Scotland), alongside thecurrent debates around the recently published 2021 Ofsted CurriculumResearch Review for languages (OCRR), which is likely to underpinOfsted{\textquoteright}s inspections of provision in England. We then critically evaluate arange of research-based measures to boost learner motivation, some ofwhich show promising results. Taking as our theoretical basis thepsychological needs of autonomy, relatedness and competence thatcomprise Self-Determination Theory (SDT), we then analyse FL policy andpractices directions in the UK, including those articulated in the OCRR,and conclude that these tend to ignore or misinterpret motivationaltheory. This is followed by recommendations for FL policy which alignboth with SDT principles and research evidence. The conclusion criticallyevaluates opportunities and risks of current UK policy directions",

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