Nigeria’s new English-only language policy ignores classroom and social realities

Chinazor Nwoda and Kingsley Ugwuanyi

Bursary withdrawal as evidence of interest convergence: Race and the recruitment of Black African international language teachers

Lisa Panford

How can we move from cold spots to hot spots? Learning from current practices which nurture languages education in the four nations of the United Kingdom

Jo Biddle and Jane Andrews

Think Like a Linguist: Community and collaboration for a new languages curriculum

Charlotte Ryland

The Power of Stories in the Languages Classroom

Jonathan McBride

‘Language capital’: reframing formal language-learning in Scotland.

Fiona Barclay

Bridging the Key Stage 2/3 transition gap: Taking primary languages seriously

Rowena Kasprowicz

Towards Language Education Excellence in Northern Ireland’s Primary Schools

Sharon Jones

Language teachers of Modern Foreign Languages (MFL) in mainstream primary schools – what can they learn from Irish-Medium (IM) practitioners?

Thomas Rogan

International experiences for all

Vicky Gough and Philip Harding-Esch

New Curriculum, New Languages Education? How International Languages Education is Changing in Wales

Claire Gorrara and Lucy Jenkins

Rethinking the Purpose of Language Education

Suzanne Graham and Alison Porter

Time for a Level 3 certificate in languages?

Neil Kenny

The Recruitment and Retention of Languages Teachers of Colour from the Global South in England

Lisa Panford

The UK's Languages Crisis: Time to Embrace Our Imperfection?

John Worne

Decolonising languages: Ways forward for UK HE and beyond

Joseph Ford and Emanuelle Santos

Decline by Design? The proposed new MFL GCSE for England

Oliver Hopwood

When Learners Become Linguists: Content – Culture – Community.

Charlotte Ryland

Global Britain and the Question of Communication

Charles Burdett

The proposed changes to GCSE MFL qualifications in England: the perspective of school leaders

Suzanne O’Farrell