Are you looking at continuity and progression at primary level, secondary level or from primary to secondary level or all of these? Are you looking at educational and school policy, teaching strategies, etc?
We have had an E-librarian question about transition from KS2-3 - see link below.
MFL studies have also been in the education news lately as a result of the Language Trends survey so you may want to look at this piece of recent research which we reviewed on the TTRB only last week?
I would also recommend resources such as Primary Languages, CILT and ITT MFL, which are easy to search or browse for articles and information.
For research I can't be accurate as I'm not sure about the educational level you are focusing on, however, a sample of articles relating to progression and continuity are included below along with relevant search terms from the BEI. So, you may want to continue with these searches - I think your library may subscribe to the BEI as well as ERIC?
I hope this helps.
Languages are becoming 'twilight subjects' at state schools
Developing Little Linguists - Final Evaluation of the Foundation Stage Primary Languages Pilot: August 2007
Language Learning at Key Stage 2: A longitudinal study
Language Learning at key stage 3: the impact of the KS3 Modern Foreign Languages Framework and changes to the curriculum on provision and practice
Modern languages Transition
Progression and continuity
Progression in the KS2 Framework for languages
Ensuring progression - Suffolk
MFL in the curriculum
British Education Index
NOTE: For information about accessing full text articles please read this TTRB article: Access to full text journal articles
KEYWORDS: MODERN-LANGUAGE-STUDIES; CURRICULUM-DEVELOPMENT; DEVELOPMENTAL-CONTINUITY; TRANSFER PUPILS; TRANSITION EDUCATION; PRIMARY-SECONDARY-EDUCATION.
Progression and assessment in foreign languages at Key Stage 2. Language Learning Journal, July 2009, vol. 37, no. 2, p. 205-217, ISSN: 0957-1736. Hunt-Marilyn.
"Special issue: Foreign languages in primary schools I; guest editors Amanda Barton and Nalini Boodhoo. This paper presents findings on the issues of progression and assessment taken from case studies which formed part of a project funded by the then Department for Education and Skills (DfES). The project set out to evaluate 19 local authority Pathfinders in England that were piloting the introduction of foreign language learning at Key Stage 2 between 2003 and 2005."
Continuity or a fresh start? A case study of motivation in MFL at transition, KS2-3. Language Learning Journal, July 2009, vol. 37, no. 2, p. 233-254, ISSN: 0957-1736. Bolster-Allison.
Moving on: the challenges for foreign language learning on transition from primary to secondary school. Teaching and Teacher Education, May 2008, vol. 24, no. 4, p. 915-926, ISSN: 0742-051X. Hunt-Marilyn, Barnes-Ann, Powell-Bob, Martin-Cynthia.
Language learning at Key Stage 3: the impact of the Key Stage 3 Modern Foreign Language Framework and changes to the curriculum on provision and practice. Publisher: Department for Children, Schools and Families, 2009, pp. 140, ISBN: 9781847753809. Evans-Michael, Fisher-Linda.
Exploring progression: reading and listening strategy instruction with near-beginner learners of French. Language Learning Journal, December 2007, vol. 35, no. 2, p. 189-204, ISSN: 0957-1736. Harris-Vee.
Rethinking the concept of progression in the National Curriculum for modern foreign languages: a research perspective. Language Learning Journal, Spring 2003, no. 27, p. 15-23, ISSN: 0957-1736. Mitchell-Rosamond.
Evaluation of Best Practice research in modern foreign languages. Paper presented at the British Educational Research Association Annual Conference, Leeds University, 13-15 September 2001. Hogg-Ivy, Mitchell-Rosamond.
The text is in the Education-line internet document collection at: http://www.leeds.ac.uk/educol/documents/00001843.htm