Abstract
This article uses Bernstein’s theory of pedagogic discourse to account for both the processes by which curriculum change occurs and the failure of efforts to introduce meaningful attention to language structure into national curricula.
| Original language | English |
|---|---|
| Pages (from-to) | 287-296 |
| Number of pages | 10 |
| Journal | Changing English |
| Volume | 18 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 20 Sept 2011 |
Keywords
- Bernstein
- curriculum
- language
- grammar