In 2000, a new French syllabus was introduced into Queensland schools for years 4-10. The syllabus is unique in that it combines task-based methodology with embedded content. Teachers are quite divided in their support of the syllabus. This study explored two main research questions. Firstly, which groups of teachers use the syllabus and what are the possible reasons for such trends?Secondly, this paper discusses teacher-defined problematic issues relating to the syllabus. The aim of this study is to capture teachers’ voices as they express concerns about and support for the syllabus.
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