An investigation into the linguistic and methodological origins and the process of curricular dissemination of Graded Objectives and Tests in modern language teaching, with particular reference to Cleveland Education Authority

Abstract

An investigation into the linguistic and methodological origins and the process of curricular dissemination of Graded Objectives and Tests in modern language teaching, with particular reference to Cleveland Education Authority. Alma Hellaoui/ Submitted for M.A., 1986. The subject of this thesis is curriculum innovation in the teaching and learning of modern languages with particular reference to Cleveland L.E.A. The innovation is mainly concerned with the initiation, development and implementation of the Graded Objectives Movement, the Defined Content Syllabus and Graded Tests Schemes. This innovation is of particular interest since it represents a process which has evolved from the grass-roots upwards, from the dissatisfaction of classroom teachers, to changes in the teaching and learning of modern languages, to the revision of examination syllabuses. The purpose of this thesis is to describe how and why the movement developed and to examine in particular how Cleveland L.E.A. became involved in it and adopted it in its own way. Furthermore this thesis places what was a practical, pragmatic innovation in its theoretical context and assesses its relevance therein, since in the process of this kind of innovation it is sometimes easy to overlook theoretical issues. The methods for examining the innovation in Cleveland were analysis of the documents produced in the education authority and questionnaires, interviews and discussion with Cleveland teachers. (The interviews were informal and recorded on cassette). The information collected was analysed and from it it was possible to build up a picture of what has happened during the last ten years, what is happening today and how teachers have reacted to and evaluate the effects of the innovation. This curriculum innovation in the communicative teaching and learning of modern languages has engendered many radical changes. These have advantages which have affected various parts of the whole curriculum: these spring mainly from the emphasis on communication in modern languages since communication skills have ‘rub off effects in many subject areas. Hence now the communicative style of the teaching and learning of modern languages has its place in the comprehensive curriculum not just by right but by merit.