Rethinking the concept of progression in the National Curriculum for Modern Foreign Languages: a research perspective
Mitchell, Rosamond (2003) Rethinking the concept of progression in the National Curriculum for Modern Foreign Languages: a research perspective. Language Learning Journal, 27, (1), 15-23. (doi:10.1080/09571730385200041).
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This paper reviews problems with the model of linguistic progression which underpins the National Curriculum for Modern Foreign Languages in England, and argues that the curriculum in its present form has been a missed opportunity for “languages for all”. Among other difficulties, the model is poorly informed by current research-based understandings of the nature of classroom-based interlanguage development. Current levels of learner motivation and learner achievement are known to be problematic, and UK society is sceptical about the need for languages as a compulsory curriculum component. In this difficult situation, it is argued, curriculum renewal must draw on research-based theory and data much more systematically, if a more successful language learning experience is to be provided for the majority of school age learners.
|Subjects:||L Education > LB Theory and practice of education > LB2361 Curriculum
P Language and Literature > PB Modern European Languages
|Divisions:||University Structure - Pre August 2011 > School of Humanities > Modern Languages
|Date Deposited:||21 Sep 2005|
|Last Modified:||27 Mar 2014 18:03|
|Contact Email Address:||R.F.Mitchell@soton.ac.uk|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
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