Building a Knowledge Structure for English: Reflections on the Challenges of Coherence, Cumulative Learning, Portability and Face Validity

Autor/in	Macken-Horarik, Mary
Titel	Building a Knowledge Structure for English: Reflections on the Challenges of Coherence, Cumulative Learning, Portability and Face Validity
Quelle	In: Australian Journal of Education, 55 (2011) 3, S.197-213 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
Schlagwörter	Foreign Countries; National Curriculum; Differences; Stakeholders; Intellectual Disciplines; Heuristics; English Instruction; Epistemology; Knowledge Base for Teaching; Professional Associations; Transfer of Training; Problems; Sociolinguistics; Validity; Cognitive Structures; Curriculum Development; Curriculum Design; Curriculum Implementation; Educational Policy; Policy Formation; Policy Analysis; Politics of Education; Role of Education; Educational Objectives; Educational Principles; Educational Environment; Australia + Suchen Sie Ihr Suchwort? Ausland; Unterscheiden; Geisteswissenschaften; Heuristik; English langauage lessons; Englischunterricht; Erkenntnistheorie; Teaching theory; Theory of teaching; Unterrichtstheorie; Training; Transfer; Ausbildung; Problemsituation; Soziolinguistik; Gültigkeit; Cognitive structure; Kognitive Struktur; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrplangestaltung; Politics of education; Bildungspolitik; Politische Betätigung; Politikfeldanalyse; Educational policy; Bildungsauftrag; Educational objective; Bildungsziel; Erziehungsziel; Bildungsprinzip; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Australien
Abstract	A curriculum is a knowledge structure outlining what is to be learned in what order. The Australian curriculum for English emphasises creation of a "coherent" and "cumulative" "body of knowledge about how the English language works", with learning that is "portable and applicable to new settings across the school years and beyond" (National Curriculum Board, 2009, p. 9, emphasis added). But what happens when those charged with implementing curriculum cannot agree on "what counts"? This article reflects on key differences between stakeholders about disciplinarity in English, drawing on sociological categories of Bernstein and Maton. The fourth challenge facing implementation is "face validity". The creation of a viable knowledge structure for English makes it crucial that teachers and professional bodies find it acceptable. The article concludes with a heuristic figure for representing key parameters of knowledge structure in English and a proposal for interrelating these so as to optimize implementation of the curriculum in Australian classrooms. (Contains 1 figure.) (As Provided).
Anmerkungen	Australian Council for Educational Research. 19 Prospect Hill Road, Camberwell, VIC 3124, Australia. Tel: +61-3-9277-5447; e-mail: sales@acer.edu.au; Web site: http://www.acerpress.com.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10