A Cross-Curricular Approach to "Learning to Learn" Languages: Government Policy and School Practice

Autor/in	Harris, Vee
Titel	A Cross-Curricular Approach to "Learning to Learn" Languages: Government Policy and School Practice
Quelle	In: Curriculum Journal, 19 (2008) 4, S.255-268 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
Schlagwörter	School Culture; Learning Strategies; Teacher Collaboration; Modern Languages; Educational Policy; Teaching Methods; Second Language Learning; Language Teachers; English (Second Language); Second Language Instruction; Professional Development; Guidelines + Suchen Sie Ihr Suchwort? Schulkultur; Schulleben; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lehrerkooperation; Gegenwartssprache; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Richtlinien
Abstract	This article connects two fields of research: "learning to learn" and school-based teacher development. The context is a cross-curricular project between English and modern languages teachers. Carried out in two London schools, the study aimed to encourage students to transfer common language learning strategies across the two subjects. Findings from interviews with teachers and students highlight the gap between the government's "learning to learn" agenda and the realities of implementing it. A distinction is drawn between providing school-based opportunities for teachers to share generic "good practice" in relation to initiatives such as Assessment for Learning and those where the actual content of lessons crosses subject boundaries. Recent government guidelines appear to mask inherent tensions in the aims and pedagogical approaches of the two languages--tensions exacerbated by the current preoccupation with performance measures. It is suggested that the differences are unlikely to be resolved without a supportive school culture that provides adequate release time for teachers to engage in extensive cross-curricular dialogue. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10