The DCSF have commissioned two longitudinal studies to follow work towards implementing the primary languages entitlement by 2009/2010. Information about these commissions can be found at DCSF Research gateway, Key Stage 2 language learning. Summaries and links to reports are below:

1. Primary modern foreign languages: survey of national implementation of full entitlement to language learning at Key Stage 2
(NFER, commissioned by the DCSF, July 2006 – April 2009)

This study comprised a quantitative audit to record the number of primary schools delivering Key Stage 2 languages within class time and to assess which languages are offered, models of provision, time allocation, arrangements for transition and teacher qualifications.

Reports:

• Final report
  (NFER, July 2009)
  In 2008, 92% of schools were providing primary languages within class time. This has risen from 85% indicated in the 2007 survey findings and 70% in the 2006 survey. The proportion of schools not teaching languages in class time had declined considerably, from 29% in 2006 to 8% in 2008 and majority of those teaching languages felt that they would be ready to meet the requirement for statutory language teaching in KS2 by 2011. Read the full report for information on the most commonly taught languages, models of provision, training, transition, resources and assessment.
  
  
• Findings from the 2007 survey 
  (NFER, June 2008)
  The 2007 survey reported that around 84% of schools are teaching Key Stage 2 languages, an increase on the 70% reported for the previous year. For a breakdown of these statistics and background to the data collection method, see Languages statistics.
  
  
• Findings from the 2006 survey 
  (NFER, June 2007)
  The 2006 survey reported that around 70% of schools are teaching Key Stage 2 languages.
  

2. Primary modern languages: Language learning at Key Stage 2, a longitudinal study
(The Open University, Christ Church University Canterbury and University of Southampton, commissioned by DCSF, September 2006 – November 2009)

This study focused on examining the qualitative aspects of Key Stage 2 languages provision. It comprised a literature review of the impact of languages learning in primary schools in Anglophone contexts, an investigation into the nature and quality of provision in 40 case study schools already teaching languages, and an exploration of children's achievement in oracy and literacy, as well as the cross-curricular impact of languages learning.

Reports:

• Final report
  (The Open University, Christ Church University Canterbury and University of Southampton, January 2010)
  Key findings include a commitment and enthusiasm for language learning amongst head teachers, subject co-ordinators, teachers and children. Languages were perceived to have a positive impact on personal and social development as well as literacy skills. There was an increasing use of the Key Stage 2 Framework for Languages and QCDA Schemes of Work, although intercultural understanding was an area identified as requiring greater systematic referencing in planning and teaching. Some evidence of progression was observed and assessment activities indicated that children were able to achieve levels in listening, speaking and reading in line with national expectations, with writing presenting the greatest challenge to learners. Areas for further development including whole-school planning and assessment.
  
  
• Interim findings from the first year 
  (The Open University, Christ Church University Canterbury and University of Southampton, June 2008)
  Key findings include teachers’, leaders’ and children’s enthusiasm for primary languages, the perception of primary languages as beneficial for developing cultural understanding, language and literacy skills and general learning strategies and the strength of oracy relative to other skills.