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Nauczanie języka angielskiego jako ojczystego w Anglii. Ze szczególnym uwzględnieniem gramatyki

100%
Bakuła K.
Kształcenie Językowe
|
2010
|
vol. 8(18)
55-66
EN
The article is an analysis of long-standing discussions taking place at the turn of the 1990s in England in connection with a reform of the education system. The introduction of the National Curriculum (Attainment Targets and Programmes of Study in English) in 1990 was preceded by government reports (Bullock Report 1975, Swann Report 1985, HMI Report 1986, Kingman Report 1988 as well as two reports by Cox from 1988 and 1989), which included such terms as language across curriculum or an English-cum-language. The discussions were focused on grammar. There were arguments for teaching grammar (e.g. by R. Hudson: it helps to build a linguistic sense of one’s dignity, to teach standard English and to learn foreign languages, it strengthens linguistic and cultural tolerance, and expands general knowledge of language) as well as arguments against its excess. A return to grammar in England does not mean a return to its traditional Greco-Latin version but a balanced teaching of grammar together with semantics and pragmatics. The limited role of grammar in teaching has been recognised as there is not much evidence confi rming its great usefulness and effectiveness in developing speaking, writing, reading and listening skills. Experts point to the linguistic awareness of teachers (e.g. B. Mittins, 1991). The term linguistic awareness has been taken over by Polish teachers, becoming an important part of the new curriculum in 2009.
2

CURRICULAR REFORM IN SLOVAKIA IN A COMPARATIVE CONTEXT (Reforma kurikula na Slovensku v komparativnom kontexte)

88%
Kresila J.
Pedagogický časopis (Journal of Pedagogy)
|
2010
|
vol. 1
|
issue 1
102-121
EN
The article offers a comparative view on current curricula in the primary area developed within the whole range of educational reform in both England and Slovakia. If education reform is not viewed as an one-off isolated in time event then in England, the education of which has been regularly revised by the central government since the introduction of the National Curriculum in 1988, serves as an inspiring comparative case study. In addition to that, England is a country in which the responsibility for some aspects of education is traditionally delegated downwards as a result of which the system of education is marked by a high degree of decentralisation. Home education reform activities indicate their conformity with analogous reform initiatives within the European Union. But, if the reform rhetoric is limited to curricular contents update, the reform is doomed to fail in producing desired educational effects, since a syllabus is only a part of a curriculum as a structurally more complex mechanism. The article provides a systematic analysis and qualitative evaluation of the relevant curricular documents from both countries - from the perspective of coherence and ideological integrity of their components. The compared curricula differ in their respective theoretical and philosophical underpinnings and the stages of imple
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