This paper is concerned with the aspect of intercultural understanding as a component in the revised Key Stage 3 (ages 11-13) Modern Foreign Languages curriculum in England. It critically examines the extent to which recent initiatives have been conducive to promoting the development of intercultural understanding (IU) amongst pupils at Key Stage 3. It argues that while policy appears to have placed increased emphasis on IU, it has been predominantly concerned with the need to complement a wider set of broader policy goals, not educational objectives and the development of an intercultural languages pedagogy.View full textDownload full textKeywordscurriculum development, Modern Foreign Languages, pedagogy, secondary schools, government policyRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/09585176.2012.678499
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