A Content Analysis of the Alignment between CAP Secondary Education Aims and the LGCSE English Language Syllabus Aims

Autor/inn/en	Nkhi, Elliot Sekoai; Moqasa, Nketsi
Titel	A Content Analysis of the Alignment between CAP Secondary Education Aims and the LGCSE English Language Syllabus Aims
Quelle	In: International Journal of Curriculum and Instruction, 15 (2023) 2, S.1008-1029 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Nkhi, Elliot Sekoai)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1562-0506
Schlagwörter	Foreign Countries; Alignment (Education); Secondary Education; Educational Policy; Curriculum Development; Educational Change; Course Descriptions; English (Second Language); Second Language Instruction; Standards; Educational Objectives; Second Language Learning; Language Skills; Communication Skills; Student Evaluation; Lesotho + Suchen Sie Ihr Suchwort? Ausland; Sekundarbereich; Politics of education; Bildungspolitik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Kursstrukturplan; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Standard; Educational objective; Bildungsziel; Erziehungsziel; Zweitsprachenerwerb; Language skill; Sprachkompetenz; Kommunikationsstil; Schulnote; Studentische Bewertung
Abstract	Lesotho went through various phases of curriculum implementations and all were never fruitful until in 2009 when the new policy was adopted. The study therefore sought to investigate an extent to which the LGCSE English Language syllabus aims correlate with the secondary education aims. This study adopted a qualitative research orientation involving document analysis as a method of data generation. The relevant aims were purposefully sampled for analysis and interpretation. The findings of the study reveal that there is an alignment between secondary education aims and the English Language Syllabus aims. However, there is a gross misalignment between standards and assessment which is an indication that the teaching of English might not be comprehensive. The study therefore, proposes ways through which the syllabus and curriculum aims can be both horizontally and vertically aligned in order to bring clarity to English language teaching. It is hoped that the study will stimulate critical reflection on English Language syllabus developers, since only two language skills are tested externally while speaking and listening are ignored. (As Provided).
Anmerkungen	World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: https://ijci.globets.org/index.php/IJCI/about
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01