Ofsted's Curriculum Research Review for Languages -- What Does This Mean for Language Teachers, Department Leaders, Curriculum Design and Professional Development?

Autor/in	Koglbauer, René
Titel	Ofsted's Curriculum Research Review for Languages -- What Does This Mean for Language Teachers, Department Leaders, Curriculum Design and Professional Development?
Quelle	In: Language Learning Journal, 50 (2022) 2, S.262-267 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Koglbauer, René)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2022.2045681
Schlagwörter	Stellungnahme; National Curriculum; Faculty Development; Second Language Learning; Second Language Instruction; Educational Quality; Elementary Secondary Education; Curriculum Design; Foreign Countries; Teaching Methods; Cultural Awareness; Authentic Learning; Instructional Materials; Career Development; Language Teachers; United Kingdom (England) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Quality of education; Bildungsqualität; Lehrplangestaltung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural identity; Kulturelle Identität; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Berufsentwicklung; Language teacher; Sprachunterricht
Abstract	Ofsted's (2021) Curriculum research review for languages (OCRR) draws conclusion on what 'high-quality language education' may look like. This opinion piece problematises the status of these conclusions as 'features' or recommendations. Before delving into a selection of identified 'features' in more depth, the author highlights the complexity of curriculum design and the interdependence between school-based curriculum design and the intended and assessed curricula. This leads to a critical analysis of 'may' statements that directly impact on language teachers, leaders of languages and their approach to curriculum design and pedagogy. These include progress-orientated curriculum design, language assessment and testing (including dictation), communicative strategies, target language and culture through authentic materials as well as transition issues. Furthermore, the opinion piece explores the potential implications the OCRR and its recommendations may have on initial teacher education, early career development and continuous professional development for teachers and leaders. The think piece concludes by calling for a collaborative approach and joint ownership by all stakeholders rather than putting all responsibility on language teachers and language leaders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01