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ERIC Number: EJ806083
Record Type: Journal
Publication Date: 2004
Pages: 21
Abstractor: As Provided
Reference Count: 23
ISSN: ISSN-0033-6882
Policy for Language Education in England: Does Less Mean More?
Thompson, Linda
RELC Journal: A Journal of Language Teaching and Research, v35 n1 p83-103 2004
This paper details major and significant developments in the teaching of English to pupils aged 5-16 years in the school system in England, the years of compulsory education. To begin with definitions of terms. There are four aspects of language education provision that pertain in England: (1) the teaching of English as the mother tongue; (2) the teaching of English as an Additional Language (EAL); (3) the teaching of other languages: community (CL); and (4) modem foreign languages (MFL). This paper addresses 1, 2 and 3. Throughout the nomenclature reflects that of the public documents that have outlined the details of provision. It is hoped this reflects changing attitudes, policy and provision of the teaching of EMT, EAL and CLs within mainstream education in England. There is no formal policy for language education in England (PLEE). Official views on the type and nature of language education, including which languages are to be taught, and by implication, the opposite, which are to be omitted from the official curriculum, are gleaned from a range of curriculum policy documents (listed in Appendix A). The absence of a formal language policy statement can be understood as a statement by omission. This paper will explore the implications of this absence and pose the question: "does less policy lead to more language education?"
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)