ABSTRACT
Modern foreign languages were traditionally a high status subject, deemed to be accessible only to the most able (Bovair and Bovair 1992). Attitudes and methodology have changed, and a modern foreign language is now included as a foundation subject of the National Curriculum in England and Wales for Key Stages 3 and 4: ‘studying a foreign language is perceived to be important for all children, both in terms of practical and vocational benefits and in terms of receiving a rounded education’ (SCAA (Schools Curriculum and Assessment Authority) 1994).
