Learning Affordances of Language and Communication National Curricula

Autor/in	Scott, David
Titel	Learning Affordances of Language and Communication National Curricula
Quelle	In: Curriculum Journal, 27 (2016) 1, S.46-61 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2015.1128345
Schlagwörter	National Curriculum; Curriculum Implementation; Curriculum Development; Standards; Models; Foreign Countries; Case Studies; Communication (Thought Transfer); Teaching Methods; Language Usage; Native Language Instruction; Finno Ugric Languages; English (Second Language); Second Language Learning; Multilingualism; Educational History; Excellence in Education; Course Descriptions; Language of Instruction; Cross Cultural Studies; Finland; Singapore + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Standard; Analogiemodell; Ausland; Case study; Fallstudie; Case Study; Communication; thought; Kommunikation; Gedanke; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Native language education; Muttersprachlicher Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Mehrsprachigkeit; Multilingualismus; History of education; Bildungsgeschichte; Lernerfolg; Kursstrukturplan; Teaching language; Unterrichtssprache; Cultural comparison; Kulturvergleich; Finnland; Singapur
Abstract	This article focuses on the learning affordances of different language and communication curricula in the world. For reasons of space, only two national education systems (Finland and Singapore) and their language and communication curricula are referred to. The accounts of national education systems consist of the identification of mechanisms operating in real-life contexts. A curriculum is a set of ideas, which is then subsequently transformed into an arrangement of teaching and learning practices. These transformations constitute marked changes in the form, nature or appearance of the curriculum between different time points; and they can be expressed as a series of stages, such as exploration and development, re-contextualisation, implementation, re-implementation and institutionalisation. What this also implies is that school curricula round the world are different in content, form, relations between their different parts, intended effects, prescriptive capacity and internal coherence. If we take one issue, that of language and communication standards, we can see that there are different models and we can conjecture that they will have different effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01