Current paper provides summary and review of the study by Mitchell, Rosamond and other writers titled as “Knowledge about language” from Southampton University in England. It reflects educational issues stated in the case concerning the extent of secondary students’…
These areas were meant to see the relationship between pupils’ developing understanding of language and language learning. In the end it is concluded that given the fragmented and episodic nature of mush AL work, its full potential contribution to pupils’ development as language users is not being realized. Suggestions for improvement are made.
The project carried out in the case that is being reviewed has been initially taken into consideration for research as the strong curriculum debates about “Knowledge about language” (KAL) have taken place. This term implies that pupils’ learning language in formal setting started to acquire some explicit understandings and knowledge of the nature of language as well as the development of practical language skills were debated to be needed. Therefore, researches of the project that is being reviewed have found it reasonable to review the range of rationales which have been advanced in recent years in support of this position and to provide review of two important findings about teaching of English and of foreign languages. Overall these projects revealed substantial levels of KAL-related activity in English and foreign languages, and some suggestions of its positive contribution to learning, especially for control and planning in writing.
The case study that is being reviewed is well organized and consists of several parts that cohesively complete a new investigation about knowledge of language. After Abstract, and executive summary, authors provide acknowledgement to those who were helpful to complete the research.
Primary thanks are made to several teachers of English and Modern Language as well as to their 9-year classes, who gave access to visit lessons and thus to willingly share the thought and achievements with researches of the study. Also thanks are made to ESRC who funded the project and for the general encouragement to think in a cross-curricular framework which came ...
Cite this document
(“The National Curriculum, and Bilingualism - A Review and Summary of Essay”, n.d.)
Retrieved from https://studentshare.net/miscellaneous/317826-the-national-curriculum-and-bilingualism-a-review-and-summary-of-mitchell-hooper-and-brumfit-1994
(The National Curriculum, and Bilingualism - A Review and Summary of Essay)
“The National Curriculum, and Bilingualism - A Review and Summary of Essay”, n.d. https://studentshare.net/miscellaneous/317826-the-national-curriculum-and-bilingualism-a-review-and-summary-of-mitchell-hooper-and-brumfit-1994.
This is particularly so when the new language has no connection to their first language and their specific cultures. The typical challenges can be in phonics, and can be syntactic, textual and semantic in nature. In meeting these challenges children may have specific disadvantages as well as advantages (Hall, Larson and Marsh 2003, p.
Countries usually structure their National Curriculum around values and aims, subject skills and content. However, the UK National Curriculum is prescriptive. Moreover, the responsibility of the strategic management rests with the department and support and development lies with the Qualification and Curriculum Authority (QCA) (National Curriculum Council (Great Britain) 1992).
However, it is apparent when these things involve limits or infinite sets where, definitely, no straight experience can be existent with the inestimable itself. Mathematics, by nature is in cooperation an untainted and abstract escapade of the psyche and a practically implemented science.
The introduction will also give a background on the outline of the paper and what it aims to achieve. The paper will examine the goals of the national curriculum and situate it within the philosophy of education. As such, it will justify the need to examine curriculum against the theoretical background of education.
Science is a very important subject in day to day life hence it should be encouraged to be taught to all pupils in primary school. When the National Curriculum was introduced in the UK following the recommendation of Education Reform Act 1988, science became a compulsory subject.
According to the paper the limitations of current National Curriculum provision, from a 'quality' perspective which incorporates public recognition of cultural and linguistic diversity, entitlement to language maintenance/development/certification and a multilingual dimension to KAL for all pupils, should be obvious. The present National Curriculum provision is far from offering 'quality', in terms of any additive definition of 'equal opportunity', to our bilingual pupils.
Bilingualism refers to the ability to speak two languages by individuals, community, or recognition of it by institutions (Merriam-Webster, 2009, web). Bilingualism refers to a dynamic process in which bilinguals acquire a
According to (Delatte 22) “The collapse of the Quebec Bridge resulted from the failure of the lower chords in the anchor arm near the main pier”. Another engineering failure can be seen as the torsional oscillation which can cause damage
1 Pages(250 words)Essay
GOT A TRICKY QUESTION? RECEIVE AN ANSWER FROM STUDENTS LIKE YOU!
Let us find you another Essay on topic The National Curriculum, and Bilingualism - A Review and Summary of Mitchell, Hooper and Brumfit (1994) for FREE!