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Knowledge about language in the Australian curriculum: English

Journal Article


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Abstract


  • Somewhat surprisingly, an explicit knowledge about language has been often absent from English curricula. The new Australian Curriculum: English (ACARA, 2012) has taken a fairly radical step in placing knowledge about language at the core of classroom practice, thereby raising the issue of an appropriate model of language to inform the Language Strand of the Curriculum. This paper will outline the rationale behind the Language Strand, and will then make explicit its underlying model of language. The paper thus provides a context for the ensuing articles in this Special Focus Issue of AJLL, which take up various concerns in relation to implementation of the Curriculum and especially of the Language strand of the English Curriculum. The paper concludes by canvassing a number of issues relevant to the development and implementation of the Curriculum: student outcomes, terminology, and pedagogy.

Publication Date


  • 2012

Citation


  • Derewianka, B. (2012). Knowledge about language in the Australian curriculum: English. Australian Journal of Language and Literacy, 35 (2), 127-146.

Scopus Eid


  • 2-s2.0-84877654103

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1128&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/129

Has Global Citation Frequency


Number Of Pages


  • 19

Start Page


  • 127

End Page


  • 146

Volume


  • 35

Issue


  • 2

Place Of Publication


  • Australia

Abstract


  • Somewhat surprisingly, an explicit knowledge about language has been often absent from English curricula. The new Australian Curriculum: English (ACARA, 2012) has taken a fairly radical step in placing knowledge about language at the core of classroom practice, thereby raising the issue of an appropriate model of language to inform the Language Strand of the Curriculum. This paper will outline the rationale behind the Language Strand, and will then make explicit its underlying model of language. The paper thus provides a context for the ensuing articles in this Special Focus Issue of AJLL, which take up various concerns in relation to implementation of the Curriculum and especially of the Language strand of the English Curriculum. The paper concludes by canvassing a number of issues relevant to the development and implementation of the Curriculum: student outcomes, terminology, and pedagogy.

Publication Date


  • 2012

Citation


  • Derewianka, B. (2012). Knowledge about language in the Australian curriculum: English. Australian Journal of Language and Literacy, 35 (2), 127-146.

Scopus Eid


  • 2-s2.0-84877654103

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1128&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/129

Has Global Citation Frequency


Number Of Pages


  • 19

Start Page


  • 127

End Page


  • 146

Volume


  • 35

Issue


  • 2

Place Of Publication


  • Australia