POLICY FOR LANGUAGE EDUCATION IN ENGLAND: DOES LESS MEAN MORE?
This paper details major and significant developments in the teaching of English to pupils aged 5-16 years in the school system in England, the years of compulsory education. To begin with definitions of terms. There are four aspects of language education provision that pertain in England: 1. the te...
| Publicado en: | RELC Journal Vol. 35; no. 1; pp. 83 - 104 |
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| Formato: | Artículo |
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Sage Publications, Ltd.
Apr2004
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=14658979&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 14658979 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00336882 5NY jtl: RELC Journal issn: 00336882 maglogo: Y pubinfo: dt: Apr2004 vid: 35 iid: 1 pid: 2171 pub: Sage Publications, Ltd. artinfo: ui: 14658979 10.1177/003368820403500107 ppf: 83 ppct: 21 formats: fmt: @attributes: type: P size: 87KB tig: atl: POLICY FOR LANGUAGE EDUCATION IN ENGLAND: DOES LESS MEAN MORE? aug: au: Thompson, Linda affil: University of Manchester, UK su: Foreign language education Language policy Compulsory education Curriculum Native language Second language acquisition England sug: subj: England Foreign language education Language policy Compulsory education Curriculum Native language Second language acquisition ab: This paper details major and significant developments in the teaching of English to pupils aged 5-16 years in the school system in England, the years of compulsory education. To begin with definitions of terms. There are four aspects of language education provision that pertain in England: 1. the teaching of English as the mother tongue; 2. the teaching of English as an Additional Language (EAL); 3. the teaching of other languages: community (CL) and 4. modern foreign languages (MFL). This paper addresses 1, 2 and 3. Throughout the nomenclature reflects that of the public documents that have outlined the details of provision. It is hoped this reflects changing attitudes, policy and provision of the teaching of EMT, EAL and CLs within mainstream education in England. There is no formal policy for language education in England (PLEE). Official views on the type and nature of language education, including which languages are to be taught, and by implication, the opposite, which are to be omitted from the official curriculum, are gleaned from a range of curriculum policy documents (listed in Appendix A). The absence of a formal language policy statement can be understood as a statement by omission. This paper will explore the implications of this absence and pose the question: does less policy lead to more language education? pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of RELC Journal is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: RELC Journal holder: Sage Publications, Ltd. dt: @attributes: year: 2004 holdings: @attributes: islocal: N |
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