'Ambition for All'? Competing Visions of 'Ambition' and Recognising Language Learning and Teaching as a Geo-Historically Situated Social Practice

Autor/in	Coffey, Simon
Titel	'Ambition for All'? Competing Visions of 'Ambition' and Recognising Language Learning and Teaching as a Geo-Historically Situated Social Practice
Quelle	In: Language Learning Journal, 50 (2022) 2, S.142-145 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2022.2045682
Schlagwörter	Stellungnahme; National Curriculum; Curriculum Development; Foreign Countries; Second Language Learning; Second Language Instruction; Exit Examinations; Secondary School Students; Difficulty Level; Teaching Methods; Academic Standards; Epistemology; Figurative Language; Language Usage; Professional Autonomy; Language Teachers; Faculty Development; Equal Education; Access to Education; Discourse Analysis; Educational Policy; United Kingdom (England) + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; Final examination; Abschlussprüfung; Sekundarschüler; Schwierigkeitsgrad; Teaching method; Lehrmethode; Unterrichtsmethode; Erkenntnistheorie; Sprachgebrauch; Berufsfreiheit; Language teacher; Sprachunterricht; Education; Access; Bildung; Zugang; Bildungszugang; Diskursanalyse; Politics of education; Bildungspolitik
Abstract	This article reflects on the epistemological steamrolling that the 2021 Ofsted Curriculum Research Review (OCRR) accomplishes: in part, by the positioning of the problem and solution through highly selective cherry-picking (omitting key causal factors); in part, through the discursive move of acknowledging complexity before offering simple and apparently axiomatic conclusions; and in part, through recourse to static, technicist metaphors of linear progression such as 'building blocks' and 'sequencing.' It is the author's view that teachers need to be trusted by being given more space and more opportunities to expand what they can offer pupils in their immediate and regional contexts, with an important investment in resources for training and subject development within a framework of guidance and collaboration rather than prescription. "Ambition," from the author's perspective, means ensuring that the General Certificate of Secondary Education (GCSE) is "more" demanding, not less, but that its demands are adequately scaffolded in earlier phases. Linguistic challenge needs to be supported by a sustained interest in the content. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01