{"id":1756,"date":"2024-09-17T09:48:14","date_gmt":"2024-09-17T08:48:14","guid":{"rendered":"https:\/\/research.reading.ac.uk\/progression-primary-languages\/?p=1756"},"modified":"2026-03-24T11:18:33","modified_gmt":"2026-03-24T11:18:33","slug":"how-much-progress-do-primary-school-children-make-in-languages","status":"publish","type":"post","link":"https:\/\/research.reading.ac.uk\/progression-primary-languages\/how-much-progress-do-primary-school-children-make-in-languages\/","title":{"rendered":"Introducing the Progression in Primary Languages (PiPL) project"},"content":{"rendered":"<h2>How much progress do primary school children make in languages?<\/h2>\n<p><span data-contrast=\"auto\">Since September 2014, all primary school children in England learn a foreign language over the last four years of primary school (i.e. Years 3-6, ages 7-11). The National Curriculum lays out the expectation that they should make \u201csubstantial progress in one language\u201d (Department for Education, 2013). However, there is currently no clear guidance for schools on what this substantial progress looks like. This is where our research project comes in, aiming to answer the question of \u2018How much progress can we expect primary school children to make in languages by the time they finish primary education?&#8217;\u00a0 <\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:279}\"><br \/>\n<\/span><\/p>\n<table style=\"border-collapse: collapse;width: 100%\">\n<tbody>\n<tr>\n<td style=\"width: 100%\"><span data-contrast=\"auto\">According to the Language Trends survey (Tinsley &amp; Dole\u017eal, 2018), 51% of primary teachers believe their students have reached the expected level of competence in languages by the time they leave primary school. But only 12% of secondary teachers agree.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335551550&quot;:2,&quot;335551620&quot;:2,&quot;335559740&quot;:279}\"><br \/>\n<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3><span data-contrast=\"none\">What we\u2019re doing<\/span><span data-ccp-props=\"{&quot;134245418&quot;:true,&quot;134245529&quot;:true,&quot;201341983&quot;:0,&quot;335559738&quot;:160,&quot;335559739&quot;:80,&quot;335559740&quot;:279}\">\u00a0<\/span><\/h3>\n<p><span data-contrast=\"auto\">We\u2019re conducting a longitudinal study over four years to explore how young learners in English primary schools develop their language skills in French, German and Spanish. This includes:<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:279}\">\u00a0<\/span><\/p>\n<ul>\n<li data-leveltext=\"-\" data-font=\"Aptos\" data-listid=\"1\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Aptos&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;-&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"1\" data-aria-level=\"1\"><b><span data-contrast=\"auto\">Measuring learners\u2019 progress <\/span><\/b><span data-contrast=\"auto\">in languages. We use a range of activities to do this including vocabulary, phonics and grammar <\/span><span data-contrast=\"auto\">tasks<\/span><span data-contrast=\"auto\">, reading and listening comprehension exercises and speaking and writing activities.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:279}\">\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li data-leveltext=\"-\" data-font=\"Aptos\" data-listid=\"1\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Aptos&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;-&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"auto\">Finding out about <\/span><b><span data-contrast=\"auto\">learners\u2019 experiences <\/span><\/b><span data-contrast=\"auto\">of learning a language in primary school and whether that changes over time. We do this through focus groups and attitude surveys.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:279}\">\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li data-leveltext=\"-\" data-font=\"Aptos\" data-listid=\"1\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Aptos&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;-&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"auto\">Exploring <\/span><b><span data-contrast=\"auto\">individual factors<\/span><\/b> <span data-contrast=\"auto\">(e.g. working memory) <\/span><span data-contrast=\"auto\">that might influence language learning. We use q<\/span><span data-contrast=\"auto\">uiz-type activitie<\/span><span data-contrast=\"auto\">s to measure these.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335551550&quot;:1,&quot;335551620&quot;:1,&quot;335559685&quot;:720,&quot;335559737&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:279,&quot;335559991&quot;:360}\">\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li data-leveltext=\"-\" data-font=\"Aptos\" data-listid=\"1\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Aptos&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;-&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"4\" data-aria-level=\"1\"><span data-contrast=\"auto\">Exploring the <\/span><b><span data-contrast=\"auto\">school factors <\/span><\/b><span data-contrast=\"auto\">that might influence language learning, such as policies for language learning<\/span> <span data-contrast=\"auto\">and how<\/span><span data-contrast=\"auto\"> strongly language learning is prioritised in the curriculum. We do this <\/span><span data-contrast=\"auto\">\u00a0<\/span><span data-contrast=\"auto\">through interviews and focus groups with teachers and other school staff, for example.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335551550&quot;:1,&quot;335551620&quot;:1,&quot;335559685&quot;:720,&quot;335559737&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:279,&quot;335559991&quot;:360}\">\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li data-leveltext=\"-\" data-font=\"Aptos\" data-listid=\"1\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Aptos&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;-&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"5\" data-aria-level=\"1\"><span data-contrast=\"auto\">Exploring <\/span><b><span data-contrast=\"auto\">home factors<\/span><\/b><span data-contrast=\"auto\"> that might influence language learning through a parent questionnaire.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:279}\"><br \/>\n<\/span><\/p>\n<p><figure id=\"attachment_1763\" aria-describedby=\"caption-attachment-1763\" style=\"width: 791px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-1763\" src=\"https:\/\/research.reading.ac.uk\/progression-primary-languages\/wp-content\/uploads\/sites\/275\/2024\/09\/Listening-test-example-Fr-V1-2024-300x88.png\" alt=\"\" width=\"791\" height=\"232\" srcset=\"https:\/\/research.reading.ac.uk\/progression-primary-languages\/wp-content\/uploads\/sites\/275\/2024\/09\/Listening-test-example-Fr-V1-2024-300x88.png 300w, https:\/\/research.reading.ac.uk\/progression-primary-languages\/wp-content\/uploads\/sites\/275\/2024\/09\/Listening-test-example-Fr-V1-2024-1024x301.png 1024w, https:\/\/research.reading.ac.uk\/progression-primary-languages\/wp-content\/uploads\/sites\/275\/2024\/09\/Listening-test-example-Fr-V1-2024-768x226.png 768w, https:\/\/research.reading.ac.uk\/progression-primary-languages\/wp-content\/uploads\/sites\/275\/2024\/09\/Listening-test-example-Fr-V1-2024-1536x451.png 1536w, https:\/\/research.reading.ac.uk\/progression-primary-languages\/wp-content\/uploads\/sites\/275\/2024\/09\/Listening-test-example-Fr-V1-2024-2048x601.png 2048w\" sizes=\"auto, (max-width: 791px) 100vw, 791px\" \/><figcaption id=\"caption-attachment-1763\" class=\"wp-caption-text\"><span style=\"font-size: 8pt\">An example of one of our listening activities.<\/span><\/figcaption><\/figure><\/li>\n<\/ul>\n<p><span data-contrast=\"auto\">We\u2019ve partnered with 17<\/span><span data-contrast=\"auto\"> schools across England who offer \u2018optimal but realistic\u2019 language provision in French, German or Spanish. This means they have 45-60 minutes of language teaching a week and follow a defined scheme of work. We have been visiting them twice a year since January 2023.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:279}\">\u00a0<\/span><\/p>\n<h3><span data-contrast=\"none\">Why it matters<\/span><span data-ccp-props=\"{&quot;134245418&quot;:true,&quot;134245529&quot;:true,&quot;201341983&quot;:0,&quot;335559738&quot;:160,&quot;335559739&quot;:80,&quot;335559740&quot;:279}\">\u00a0<\/span><\/h3>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"2\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"1\" data-aria-level=\"1\"><b><span data-contrast=\"auto\">Realistic benchmarks<\/span><\/b><span data-contrast=\"auto\">: Our research will help to identify achievable learning outcomes for primary languages. This will help create clearer guidance as to what we should aim for when teaching primary languages.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:279}\">\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"2\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"2\" data-aria-level=\"1\"><b><span data-contrast=\"auto\">Supporting teaching: <\/span><\/b><span data-contrast=\"auto\">By painting a detailed picture of what factors influence language learning in primary schools, the research will be able to enhance curriculum design and teaching practices to support teachers in helping their learners progress in the most effective ways.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335551550&quot;:1,&quot;335551620&quot;:1,&quot;335559685&quot;:720,&quot;335559737&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:279,&quot;335559991&quot;:360}\">\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"2\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"3\" data-aria-level=\"1\"><b><span data-contrast=\"auto\">Smoothing the transition to secondary school: <\/span><\/b><span data-contrast=\"auto\">In gaining a better understanding of how languages develop during primary school, and by setting realistic benchmarks for language learning at this level, it will be possible to reduce the mismatch that currently exists between what level primary and secondary schools expect students to be at by the end of primary education.\u00a0<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335551550&quot;:1,&quot;335551620&quot;:1,&quot;335559685&quot;:720,&quot;335559737&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:279,&quot;335559991&quot;:360}\">\u00a0<\/span><\/li>\n<\/ul>\n<h3><span data-contrast=\"none\">Where we are now<\/span><span data-ccp-props=\"{&quot;134245418&quot;:true,&quot;134245529&quot;:true,&quot;201341983&quot;:0,&quot;335559738&quot;:160,&quot;335559739&quot;:80,&quot;335559740&quot;:279}\">\u00a0<\/span><\/h3>\n<p><span data-contrast=\"auto\">We have been gathering data since January 2023 and are starting to publish initial findings, which we will also share in this blog. Some questions we will be looking at in the next few blogs include:<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:279}\">\u00a0<\/span><\/p>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"auto\">What happens to language learner motivation during the course of primary school?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:279}\">\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"auto\">What do young learners think about learning a language?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:279}\">\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"auto\">How can we design effective language learning materials for young learners?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:279}\">\u00a0<\/span><\/li>\n<\/ul>\n<h3><span data-contrast=\"none\">Find out more<\/span><span data-ccp-props=\"{&quot;134245418&quot;:true,&quot;134245529&quot;:true,&quot;201341983&quot;:0,&quot;335559738&quot;:160,&quot;335559739&quot;:80,&quot;335559740&quot;:279}\">\u00a0<\/span><\/h3>\n<p><span data-contrast=\"auto\">In the meantime, if you\u2019d like to find out more about the background and context of the study, we recommend reading the <\/span><a href=\"https:\/\/ripl.uk\/wp-content\/uploads\/2020\/03\/RIPL-White-Paper-Primary-Languages-Policy-in-England-plus-BAAL-endorsement.pdf\"><span data-contrast=\"none\">2019 white paper<\/span><\/a><span data-contrast=\"auto\"> published by the Research in Primary Languages Network.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:279}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">You can also explore our <\/span><a href=\"https:\/\/research.reading.ac.uk\/progression-primary-languages\/the-research-project\/\"><span data-contrast=\"none\">Progression in Primary Languages website<\/span><\/a><span data-contrast=\"auto\">.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:279}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">If you\u2019d like to get in touch with the research team, please email us at <\/span><a href=\"mailto:PiPL@reading.ac.uk\"><span data-contrast=\"none\">PiPL@reading.ac.uk<\/span><\/a>.<span data-contrast=\"auto\">\u00a0 <\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:279}\"><br \/>\n<\/span><\/p>\n<h3><span data-contrast=\"none\">References<\/span><span data-ccp-props=\"{&quot;134245418&quot;:true,&quot;134245529&quot;:true,&quot;201341983&quot;:0,&quot;335559738&quot;:160,&quot;335559739&quot;:80,&quot;335559740&quot;:279}\">\u00a0<\/span><\/h3>\n<p><span data-contrast=\"auto\">Department for Education. (2013). <em>Languages programmes of study: key stage 2. National curriculum in England.<\/em> Crown Copyright.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:279}\"> Available at: <a href=\"https:\/\/assets.publishing.service.gov.uk\/government\/uploads\/system\/uploads\/attachment_data\/file\/239042\/PRIMARY_national_curriculum_-_Languages.pdf\">https:\/\/assets.publishing.service.gov.uk\/government\/uploads\/system\/uploads\/attachment_data\/file\/239042\/PRIMARY_national_curriculum_-_Languages.pdf<\/a>.<br \/>\n<\/span><\/p>\n<p><span data-contrast=\"auto\">Tinsley, T., &amp; Dole\u017eal, N. (2018). <em>Language Trends 2018. Language teaching in primary and secondary schools in England. Survey report<\/em>. London: British Council.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:279}\"> Available at: <a href=\"https:\/\/www.britishcouncil.org\/sites\/default\/files\/language_trends_2018_report.pdf\">https:\/\/www.britishcouncil.org\/sites\/default\/files\/language_trends_2018_report.pdf.<\/a><br \/>\n<\/span><\/p>\n<p>&nbsp;<\/p>\n<h3><a href=\"https:\/\/forms.office.com\/Pages\/ResponsePage.aspx?id=xDv6T_zswEiQgPXkP_kOXzUMM2FEVeNLqHehn8k3ZrdURjRYQzFZR0o3S1Y2TEZQWTg1UU5ZUkoxSC4u\" target=\"_blank\" rel=\"noopener\"><strong>Sign up for our newsletter<\/strong><\/a><\/h3>\n","protected":false},"excerpt":{"rendered":"<p>How much progress do primary school children make in languages? Since September 2014, all primary school children in England learn a foreign language over the last four years of primary&#8230;<a class=\"read-more\" href=\"&#104;&#116;&#116;&#112;&#115;&#58;&#47;&#47;&#114;&#101;&#115;&#101;&#97;&#114;&#99;&#104;&#46;&#114;&#101;&#97;&#100;&#105;&#110;&#103;&#46;&#97;&#99;&#46;&#117;&#107;&#47;&#112;&#114;&#111;&#103;&#114;&#101;&#115;&#115;&#105;&#111;&#110;&#45;&#112;&#114;&#105;&#109;&#97;&#114;&#121;&#45;&#108;&#97;&#110;&#103;&#117;&#97;&#103;&#101;&#115;&#47;&#104;&#111;&#119;&#45;&#109;&#117;&#99;&#104;&#45;&#112;&#114;&#111;&#103;&#114;&#101;&#115;&#115;&#45;&#100;&#111;&#45;&#112;&#114;&#105;&#109;&#97;&#114;&#121;&#45;&#115;&#99;&#104;&#111;&#111;&#108;&#45;&#99;&#104;&#105;&#108;&#100;&#114;&#101;&#110;&#45;&#109;&#97;&#107;&#101;&#45;&#105;&#110;&#45;&#108;&#97;&#110;&#103;&#117;&#97;&#103;&#101;&#115;&#47;\">Read More ><\/a><\/p>\n","protected":false},"author":907,"featured_media":1897,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_uf_show_specific_survey":0,"_uf_disable_surveys":false,"__cvm_playback_settings":[],"__cvm_video_id":"","footnotes":""},"categories":[9],"tags":[],"coauthors":[17],"class_list":["post-1756","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-blog"],"acf":[],"aioseo_notices":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v21.8.1 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Introducing the Progression in Primary Languages (PiPL) project - Progression in Primary Languages<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/research.reading.ac.uk\/progression-primary-languages\/how-much-progress-do-primary-school-children-make-in-languages\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Introducing the Progression in Primary Languages (PiPL) project - Progression in Primary Languages\" \/>\n<meta property=\"og:description\" content=\"How much progress do primary school children make in languages? 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