2022/03/04 by Alice Gruber, Oliver Hopwood · 1 citation
Arts and Humanities · Social Sciences · #EFL/ESL Teaching and Learning #Global Education and Multiculturalism #Second Language Learning and Teaching
paper · doi:10.1080/09571736.2022.2044372
openalex publication_date 2022/03/04 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/25
International comparative curriculum research is becoming more important in a globalised world. However, up-to-date comparative studies of international foreign language education policies are still rare. This study compares current modern foreign language curricula in England with that in the state of North-Rhine Westphalia in Germany at Key Stage 4 and equivalent, to identify points of convergence and divergence in learning intentions. The analysis shows systematic differences and similarities regarding philosophical underpinning, learning goals, curriculum content and the level of alignment to international frameworks for teaching, learning and assessing foreign language proficiency. The paper discusses the findings with reference to the implications for the development of modern foreign languages teaching and learning in both educational settings.