Curriculum for Excellence: the way forward for primary languages in Scotland?

Crichton, Hazel; Templeton, Brian

doi:10.1080/09571731003790391

Cited by 5 publications

(1 citation statement)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Relative unfamiliarity with Shcherba's scholarship in the English-language world prompts inspection of his ideas in the context of current debates on the value of foreign languages in the school curriculum. The United Kingdom is a relevant site for such inspection as the country's ever-changing policies towards foreign languages are indicative of the continuing search for the justification of their placement in the education structure (Mitchell, 2003;White, 2004;Hunt et al, 2005;Crichton & Templeton, 2010;Peiser & Jones, 2012;Legg 2013), and for the theoretical underpinnings of language policies and practice (Swarbrick, 2011;Peiser & Jones, 2012).…”

Section: Introductionmentioning

confidence: 99%

L. V. Shcherba: a ‘new slant’ on modern foreign languages in the school curriculum?

Campbell-Thomson

2017

The Curriculum Journal

View full text Add to dashboard Cite

In this paper, I offer a critical reflection on the thesis of the general educational value of foreign languages developed by Russian linguist Lev Vladimirovich Shcherba. I do so against the background of current debates on the positioning of foreign languages in the school curriculum in the United Kingdom (UK). I argue that Shcherba's thesis, which was developed almost a century ago, retains its currency and can make an important contribution to the ongoing discussion on the value of foreign languages in UK schools. The paper outlines Shcherba's scholarly explorations in general linguistics which underpin his arguments in favour of the inclusion of foreign languages in the basic school curriculum. The conception of language as a system immanently positioned in social experience assigns the foundational role to language in the literacy project. The conscious analytic processing of language phenomena is viewed as an essential precondition of literacy, and foreign languages are shown to be instrumental in developing such an analytic capacity of mind. Shcherba's argumentation reflects a comprehensive and interdisciplinary approach, both to foreign language education and to curriculum matters, and merits the attention of language practitioners, educationalists, and policymakers alike.

show abstract