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Negotiating what counts as English language teaching: official curriculum and its enactment in two Singaporean secondary classrooms

机译:谈判什么才算是英语教学:官方课程及其在两个新加坡中学教室中的颁布

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In his 1996 essay on curricula in an age of globalisation, Kress points to the role of the state and its educational system as determining actors when it comes to responding to the effects and pressures of the heteroglossia, hybridity, multilingualism and plurality of semiotic forms that characterise a global era. What is needed, he argues, are 'relevant and productive curricula', which teach 'quite new kinds of dispositions, attitudes and skills', going beyond the teaching of static forms. In order to give students access to the ways and modes of communication which will be essential in the future, language curricula would have to make it their priority to raise students' awareness of the relative value of linguistic resources and to provide them with the dexterity to act relevantly in and through language in a wide variety of continually shifting social and geographical spaces. This article describes how the 2001 English language syllabus in Singapore schools, though with its foregrounding of students' ability to negotiate language in a wide array of contexts an enlightened response to Kress's call, has run the danger of being undermined in favour of a back-to-basics agenda. Looking at classroom observation and interview data from two representative Secondary 2 teachers, it provides an account of how they assemble and negotiate the objectives of the official curriculum of the syllabus as they understand them. The article shows that the lack of congruence that emerges between official and enacted curriculum is the result of an array of factors, among which competing demands and discourses around teaching English, inadequate systemic support, and rather anachronistic ways of theorising text and text-type or genre, appear the most obvious.
机译:克雷斯(Kress)在1996年的全球化时代的课程论文中指出,国家和教育体系在应对异质,混合,多语和多种符号形式的影响和压力时起着决定角色的作用。代表全球时代。他认为,需要的是“相关的生产性课程”,该课程教授“许多新的性情,态度和技能”,而不仅仅是静态形式的教学。为了使学生能够获得将来必不可少的交流方式和方式,语言课程将必须把提高学生对语言资源相对价值的认识作为优先事项,并向他们提供灵活性。在各种不断变化的社会和地理空间中,通过语言进行相关的行为。本文介绍了新加坡学校的2001年英语课程提纲,尽管该课程着眼于学生在多种情况下进行语言协商的能力,并且对Kress的呼吁给予了开明的反应,却冒着被支持背道而驰的危险。基本议程。通过观察两名具有代表性的中学2位教师的课堂观察和访谈数据,它提供了有关他们如何理解和理解教学大纲中官方课程目标的说明。该文章表明,官方课程与已制定课程之间缺乏一致性,是由于一系列因素造成的,其中包括围绕英语教学的竞争性要求和论述,系统性支持不足以及文本和文本类型理论或理论的过时方式。流派,出现最明显。

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