Foreign languages in the comprehensive school curriculum

Abstract

This thesis is an analysis of foreign language teaching and learning in schools during the course of two decades or so of radical change in the education system of this country. For a subject area which had hitherto been taught mainly to pupils in selective schools, the necessity of catering for pupils of all abilities has been particularly challenging, even unique. Now that comprehensive schools are well established, therefore, it is appropriate to examine the contribution of foreign languages to the curriculum of their pupils, the successes and failures of this subject area and its role in the future. To this end, this work is made up of three sections. Part I analyses foreign language teaching and learning in the Primary and Secondary sectors. It also includes an assessment of contemporary methodology and its contribution to the situation in those sectors. The second part of the thesis outlines many of the outcomes and initiatives in foreign language teaching resulting from those experiences detailed in Part I. It takes into account outcomes at local and national level, but also examines recent research into such areas as curricular theory and development, language awareness, learners' needs and the cultural and social aspects of language learning, with particular reference to their contribution to the future developments of this subject area. Part III assesses the present-day situation with an emphasis upon those pressures emanating from central government in the way of policy documents and changes in the examination system. It concludes by suggesting positive changes and outlooks for future developments in foreign language teaching and learning within a curricular outline appropriate to pupils' needs in contemporary society.