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Language is commonly positioned as an economic resource. Recent debates have argued that policy interpretations of language as economic resource can potentially undermine language positioning and reduce understanding of the cognitive, cultural and social benefits of language learning. In monolingual policy contexts, such a positioning means that only specific languages of immediate economic value are embraced in policy. It also means the broader educational and intercultural long-term benefits of language learning are overlooked. Economic framing also means that language teachers must continually justify the importance of their work and prove the success of their programmes. Failure is often attributed to individual learner factors rather than acknowledging wider societal and programme impacts upon learning success. This paper reports on the factors teachers have identified as essential for success as they endeavour to implement languages programmes (or courses) within challenging policy settings in two English-speaking countries. A range of programme factors emerge as essential for long-term implementation within English-speaking contexts. Above all is the need for executive staff to lead the wider school valuing of languages education for its broader benefits. For language success to move beyond isolated school contexts, policy mandates are needed to ensure more time-on-task for languages in English-speaking countries. This in turn may begin a shift towards public valuing of language learning for broader educational and intercultural benefit.

Language teaching in monolingual policy settings: teacher views of successful language learning and effective language programmes