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Towards a language curriculum for the ESN(S) school
Author(s) -
BELL IAN P.
Publication year - 1979
Publication title -
journal of the institute of mental subnormality (apex)
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.633
H-Index - 39
eISSN - 1468-3156
pISSN - 0141-2205
DOI - 10.1111/j.1468-3156.1979.tb00418.x
Subject(s) - intuition , multitude , curriculum , mathematics education , field (mathematics) , foundation (evidence) , computer science , pedagogy , management science , psychology , epistemology , cognitive science , political science , engineering , mathematics , philosophy , pure mathematics , law
Recently, there has been a growing awareness that teachers of ESN(S) children should base their work firmly on a theoretical framework, rather than rely on intuition and guesswork. Having a firm foundation means that decisions about what to teach, about how to teach it, and about when to teach it, tend to be more reliable and rational. But building a theoretical framework is a difficult task — especially in a field such as language, which abounds in theories and which offers a multitude of teaching approaches. This article attempts to outline one possible theoretical framework for language teaching with ESN(S) children, and also makes some suggestions as to how this might be put into effect.