Tímarit um menntarannsóknir - 01.01.2009, Qupperneq 114

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Tímarit um menntarannsóknir, 6. árgangur 2009
National Curriculum objectives for English
According to many theorists and practitioners,
learning a language consists of acquiring the
four skills of reading, listening, speaking and
writing and four sets of enabling knowledge
– grammar, vocabulary, pronunciation, and
cultural understanding (Leaver, Ehrman &
Shekhtman, 2005) The four skills are needed for
communicative competence, in other words, the
ability to use the language for communication
in authentic situations – “knowing when and
how to say what to whom” (Larsen-Freeman,
2000, p. 121), and the four sets of knowledge
are the building blocks needed for gaining
proficiency in any of the skills. The National
Curriculum Guide for foreign languages at
the compulsory level, which was revised in
2007, follows the principles of communicative
language teaching and emphasizes the teaching
of all four skills and integrating grammar and
vocabulary with skills-based instruction. The
aim is that pupils can understand and use
the language for communicative purposes in
authentic situations. But emphasis is not only
on linguistic aspects. The curriculum also
stresses the importance of encouraging pupils’
interest in learning languages and promoting
positive attitudes towards other languages and
cultures. Finally, language learning should be
enjoyable and challenging and provide pupils
with opportunities for creative use of the
language (Menntamálaráðuneytið, 2007).
In the section of the National Curriculum
Guide for English teaching it is stated that
“English plays a key role in international
relations, in the areas of politics and business,
in education, tourism and information
technology sectors, to name a few examples”
(Menntamálaráðuneytið, 2007, p. 16. –
author’s translation). With the adoption of the
curriculum, which takes full effect in 2010,
the entry level for English instruction has
been lowered from grade 5 (age 10) to grade
4 (age 9) and schools are permitted to begin
instruction in English in younger grades if they
choose.
Due to the growing interest in offering
English instruction to children at ever
younger ages, guidelines for introducing
English in grades 1-3 were included in the
2007 curriculum. The main objectives for
teaching English to children in grades 1-3
are to introduce them to language learning,
instill a positive interest in learning English,
engage them in active learning by creating
opportunities for them to use the language,
and increase their self confidence as language
learners (Menntamálaráðuneytið, 2007).
Teachers are encouraged to provide children
with opportunities to hear spoken English
and play with the language through the use of
songs, games, pictures, and actions. Integrating
English instruction with other subjects is also
recommended.
The main focus of the National Curriculum
Guide is on English teaching in grades 4-10.
The curriculum guide lists 14 final objectives
which are meant to provide an overview of the
general aims of English learning and expected
outcomes for pupils at the end of their studies
at the compulsory level (grade 10). Several of
the objectives specify the levels of ability in
the four skills - reading, writing, listening, and
speaking - which pupils are expected to reach.
Objectives for communicative competence,
such as being able to understand and participate
in conversations in English and being able to
use English in unexpected situations are also
listed. Other objectives refer to the sets of
enabling knowledge: grammar, vocabulary, and
culture. Pupils are expected to gain insight into
the culture and lifestyles of people in English
language countries. In addition, the list contains
objectives having to do with increasing pupils’
awareness of learning styles and strategies and
taking responsibility for their own learning
(Menntamálaráðuneytið, 2007).
The amount of English instruction at
compulsory level ranges from two lessons
(40 min.) per week in grades 4-7 to three to
four lessons per week in grades 8-10 (with
some flexibility allowed). The National
Curriculum Guide includes suggestions for
appropriate teaching and assessment methods
Samúel Lefever