An analysis of three curriculum approaches to teaching English in public-sector schools

Kathleen Graves, Susan Garton

Research output: Contribution to journalArticle

Abstract

This article explores three current, influential English language teaching (ELT) curriculum approaches to the teaching of English in public-sector schools at the primary and secondary level and how the theory of each approach translates into curriculum practice. These approaches are communicative language teaching (CLT), genre-based pedagogy, and content and language integrated learning (CLIL). For consistency across approaches, the theoretical underpinnings of each will be briefly described according to a matrix of curriculum factors including: • the view of language and language acquisition underlying the approach • how learners' needs are construed • the nature of the content and materials • the teacher's role • the context • how language is assessed This is followed by a discussion of research on how each approach is implemented in primary and secondary contexts, the extent to which the theory is put into practice and factors that influence its success in the classroom. Implications for the future of curriculum development in ELT will be discussed. These implications address the viability of CLT in primary and secondary schools, the role of knowledge about language in curriculum implementation, and teacher roles and identity.

Original languageEnglish
Pages (from-to)441-482
Number of pages42
JournalLanguage Teaching
Volume50
Issue number4
Early online date14 Sep 2017
DOIs
Publication statusE-pub ahead of print - 14 Sep 2017

Bibliographical note

This article has been published in a revised form in Language Teaching https://www.cambridge.org/core/journals/language-teaching. This version is free to view and download for private research and study only. Not for re-distribution, re-sale or use in derivative works. © Cambridge University Press.

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