Languages, literacies and learning: from monocultural to intercultural perspectives.

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Anderson, Jim and Macleroy Obied, Vicky. 2011. Languages, literacies and learning: from monocultural to intercultural perspectives. NALDIC Quarterly, 8(3), pp. 16-26. ISSN 1751-2182 [Article]

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The importance of dialogue between language specialists in schools (English, English as an Additional language, classical, modern and community/heritage languages) has long been recognised (DES: Bullock, 1975; Swann, 1985; Kingman, 1988; Cox, 1989) but seldom put into practice. The Language Awareness movement of the 1980s provided models for how such dialogue could be developed (Hawkins, 1984) and much of this work was incorporated into the Language in the National Curriculum (LINC) materials sponsored and then rejected by government (Carter, 1990). The introduction of the National Curriculum, which aspired to provide a coherent, integrated curriculum framework, in fact served to increase curriculum fragmentation especially at secondary level.

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