On the PGCE course, trainees are often directed to discuss Ofsted’s MFL Curriculum Research Review here: https://www.gov.uk/government/publications/curriculum-research-review-series-languages/curriculum-research-review-series-languages
In this review are strong recommendations to improve KS2/3 transition arrangements. In light of this, you may be interested to rummage around this useful primary MFL site, with some wonderful research content: https://ripl.uk/
The National Centre for Excellence in Languages Pedagogy (NCELP) site is a wealth of good stuff for languages teachers. Their links to the Oasis research summaries are very useful for trainees’ and worth a look, if you have the time. Also, their resource portal, together with the Gaming Grammar resource is invaluable! https://ncelp.org/
Trainees’ academic assignment for the MFL module gets them to explore recent policy changes and how these have affected MFL provision in secondary and primary schools in recent years. One of the key reports trainees use for this is the Teaching Schools’ Council’s annual Language Trends Survey. Fascinating information about pupils’ experience of MFL teaching during lockdowns, for example. See the full report here: https://www.britishcouncil.org/research-policy-insight/research-reports/language-trends-2021
Some interesting research at University of York, feeding into the GCSE reforms, can be found here: https://www.york.ac.uk/news-and-events/news/2022/research/york-research-centre-plays-key-role-in-new-reforms/
Learning Sciences
Research-informed resources for developing a critical understanding of science of learning – what do we really know, what are the limits of that knowledge – and what are neuromyths and why are they so seductive?
https://wellcome.ac.uk/what-we-do/our-work/understanding-learning-education-and-neuroscience
We also strongly recommend the EEF report, Cognitive Science Approaches in the Classroom which provides a robust overview and critique of the research evidence around application of cognitive science, highlighting in particular the lack of subject-specific research.