The significance of intercultural understanding in modern foreign languages Key Stage 3 curriculum : the perspectives of policy makers, teachers and pupils
This study focuses on the significance of Intercultural Understanding (IU) in the Key Stage 3 Modem Foreign Languages (MFL) curriculum. It investigates the perspectives of the three key stakeholders: policy makers, teachers and pupils. The research is situated against the backdrop of the 2008 National Curriculum revision which placed a new emphasis on Intercultural Understanding in MFL. At the macro level, it examines the drivers for this curriculum change and the extent to which the new terminology for the cultural dimension (which was previously called ~cultural awareness~) overlaps with theoretical research on interculturallanguages education. At the micro level, it investigates teachers' conceptualisations of IU and the factors which affect their intercultural practice. It is equally concerned with pupils' perceptions about the significance ofIU, investigating how these may vary as a function of demographic and social influences. The study adopts a predominantly interpretative approach, employing semi-structured interviews with policy makers (n=2) and secondary MFL teachers (n=18). Pupil perceptions were investigated using a questionnaire survey (n=765) which was followed up with group interviews (n=5).
Peiser, Gillian
L Education (General) ; LB Theory and practice of education ; LB1603 Secondary Education. High schools
The significance of intercultural understanding in modern foreign languages Key Stage 3 curriculum : the perspectives of policy makers, teachers and pupils. This study focuses on the significance of Intercultural Understanding (IU) in the Key Stage 3 Modem Foreign Languages (MFL) curriculum. It investigates the perspectives of the three key stakeholders: policy makers, teachers and pupils. The research is situated against the backdrop of the 2008 National Curriculum revision which placed a new emphasis on Intercultural Understanding in MFL. At the macro level, it examines the drivers for this curriculum change and the extent to which the new terminology for the cultural dimension (which was previously called ~cultural awareness~) overlaps with theoretical research on interculturallanguages education. At the micro level, it investigates teachers' conceptualisations of IU and the factors which affect their intercultural practice. It is equally concerned with pupils' perceptions about the significance ofIU, investigating how these may vary as a function of demographic and social influences. The study adopts a predominantly interpretative approach, employing semi-structured interviews with policy makers (n=2) and secondary MFL teachers (n=18). Pupil perceptions were investigated using a questionnaire survey (n=765) which was followed up with group interviews (n=5).
significance intercultural modern_foreign language key_stage curriculum perspective policy_maker teacher_pupil study_focus significance intercultural key_stage modem foreign languages mfl curriculum investigates perspective three_key stakeholder policy_maker teacher_pupil situate backdrop national_curriculum revision place new emphasis intercultural mfl macro_level examine driver curriculum change extent new terminology cultural dimension previously call cultural awareness overlap theoretical education micro_level investigate teacher conceptualisation factor_affect intercultural practice equally concerned pupil perception significance investigate may vary function demographic social influence study_adopts predominantly interpretative employ semi_structured_interview policy_maker secondary mfl teacher pupil perception investigate use_questionnaire survey follow group_interview