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From concepts to design in developing languages in the Australian Curriculum

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dc.contributor.authorScarino, A.
dc.date.issued2013
dc.description.abstractDeveloping curricula for languages in the context of the Australian Curriculum is a complex undertaking that needs to address a number of demands. These include: the nature of language and culture learning for contemporary times within an increasingly diverse linguistic and cultural world; the goals of mainstream education and the 'given' curriculum constructs that pertain to the curriculum as a whole and languages curricula as a part of that whole; the process of transposing concepts from current research into a design for language learning for diverse learners and diverse languages; and the need to achieve jurisdictional and professional consensus about the nature and extent of change that is sustainable and productive for the present and into the future. Drawing on these demands and my experience as an actor in the process of development, I discuss the rationale for and the major features of the design for languages. I conclude with a reflection on the evolving process of curriculum development and particularly on implications for teachers
dc.identifier.citationBabel, 2013; 48(2-3):4-13
dc.identifier.issn0005-3503
dc.identifier.urihttps://hdl.handle.net/11541.2/119506
dc.language.isoen
dc.publisherAFMLTA - Australian Federation of Modern Language Teachers Associations
dc.rightsCopyright 2013 Australian Federation of Modern Language Teachers Associations
dc.source.urihttps://search.informit.com.au/documentSummary;dn=859101588970773;res=IELHSS
dc.subjectAustralian curriculum
dc.subjectintercultural language learning
dc.subjectcurriculum design
dc.subjectlinguistic and cultural diversity
dc.titleFrom concepts to design in developing languages in the Australian Curriculum
dc.typeJournal article
pubs.publication-statusPublished
ror.mmsid9916027189801831

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