Since the 1960s, the implementation of primary languages learning in England has been subject to a number of false starts and has tended to be localised, vulnerable to change and variable in quality (Burstall 1974; Wade and Marshall 2009; Cable et al. 2010). For the first time in the history of language learning, the review of the National Curriculum in 2012 set out to include the teaching of a foreign language to children aged 7 to 11 as a statutory requirement. The new foreign language programme of study (2013) stipulated that children should make substantial progress in one language, either a modern language or an ancient language such as Latin or Greek. The choice of which language to teach was left to individual schools.
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