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‘To learn a language is to have one more window from which to look at the world.’

— Chinese proverb

Is the English primary languages curriculum in key stage 2 (7-to-11-year-olds) truly preparing children to develop cultural understanding and awareness? In this blog post, I argue that it does not and explain why this is problematic and what the solutions are.

The English primary languages curriculum prioritises vocabulary and grammar, and this means that often crucial exposure opportunities to culture can be missed. Teaching a foreign language and its culture should go hand in hand, given that language learners tend to thrive when they learn both simultaneously (Kim, 2020). When language learning is connected to lived experiences, culture becomes engaging and accessible.

In England, while a foreign language becomes compulsory from year 3 (age 7–8) its position within the rest of the primary curriculum can feel somewhat uncertain. Languages are found to be somewhat neglected in primary schools, with core subjects – English, maths and science – receiving priority due to the focus on nationally reported exams for 11-year-olds in these subjects (Malone, 2024). As a result, this can impact the development of cultural understanding which is vital at this age to become globally minded (Bourn et al., 2017). Yet, there is an ideal opportunity for a shift. Since languages are not subject to any form of statutory testing in primary schools in England, teachers can be empowered to emphasise cultural awareness alongside language acquisition as they are freed from the demands of testing.

Key stage 2 (KS2) learners are at a developmental stage where they are beginning to shape their own ideas of the world and their identities within it (Berk, 2018). The developmental stage of KS2 learners highlights why cultural connections in language learning matter: early exposure can support individuals growing up in an increasingly diverse world (Hernandez & Gupta, 2024). By exploring the cultures behind the languages that we teach in primary schools, children will begin to see foreign languages as more than just an academic subject (Ofsted, 2021). Positioning language learning as a cultural as well as linguistic endeavour aligns with curriculum theorist William Pinar’s (1975, 2019) emphasis on meaning making and lived experiences to encourage personal connections to languages.

‘By exploring the cultures behind the languages that we teach in primary schools, children will begin to see foreign languages as more than just an academic subject.’

Primary school teachers in England often mention the challenges of the crowded curriculum where there seems to be never enough time to accommodate all of the content stipulated in policy (DfE, 2018; Traianou et al., 2025). Integrating culture into KS2 language learning, however, does not require a complete curriculum overhaul; it is about taking the time to weave cultural elements into the existing topics in meaningful ways. Think, for example, about teaching basic French greetings. While learning how to say ‘Bonjour’ and ‘Au revoir’, teachers can cover the cultural etiquette behind the vocabulary – such as the cheek kiss tradition associated with French culture which could be explored through videos and an understanding of when and how this varies socially or regionally. Likewise, traditional stories could be shared that expose children to cultural similarities or differences that they may not explore later in life – such as the tale of ‘El Ratón Pérez’ where the well-known-to-children ‘tooth fairy’ is in fact a mouse in Spanish culture (Alty, 2006). These cultural examples are just two of many, but most importantly they connect with what children at this age are already familiar with.

The exclusion of culture in the KS2 languages curriculum reflects wider assumptions held by policymakers in England about what is considered important in education and society. It highlights underlying value judgments about knowledge and priorities, not just day-to-day teaching choices. Where grammar and vocabulary take precedence over cultural learning, it implies that some knowledge is considered as more ‘useful’. This prioritisation of grammar and vocabulary over cultural learning reinforces the ever-present hierarchy within the curriculum that favours measurable outcomes over holistic understanding. The goal in KS2 languages, it can be argued, should extend beyond grammar and vocabulary if we as educators want to invest in children’s long-term development. Let culture be a central thread in the fabric of primary language learning.

References

Alty, C. (2006, June). Legends of the tooth fairy. RDH Magazine, 26(6), 18. Retrieved from

Berk, L. (2018). Development through the lifespan (7th ed.). Pearson Education.

Bourn, D., Hunt, F., & Ahmed, H. (2017). Childhood development stages and learning on global issues (K4D Helpdesk Report). Institute of Development Studies.

Department for Education [DfE]. (2018). Exploring teacher workload: Qualitative research.

Hernandez, J., & Gupta, A. (2024). Cultivating cross‐cultural connections through language learning circles in early childhood programs. The Reading Teacher, 78(3), 207–215.

Kim, D. (2020). Learning language, learning culture: Teaching language to the whole student. ECNU Review of Education, 3(3), 519–541.

Malone, E. (2024). Primary foreign languages national curriculum expectations in England: Implications for practice from the Ofsted curriculum research review for languages and the 24 languages subject inspections. Education 3-13, 52(4), 476–487.

Office for Standards in Education [Ofsted]. (2021). Research review series: Languages.

Pinar, W. (1975, April). The method of ‘currere’. Paper presented at the American Educational Research Association Annual Meeting, University of Rochester.

Pinar, W. (2019). Curriculum theory. In W. Pinar (Ed.), What is curriculum theory? (pp. 13–22). Routledge.

Traianou, A., Stevenson, H., Pearce, S., & Brady, J. (2025). ‘Are you on slide 8 yet?’: The impact of standardised curricula on teachers’ job satisfaction and workload. National Education Union.