Policy, curriculum and the teaching of English language in the primary school
This thesis sets out to examine the ways in which changes in political thinking affect policy in respect of the teaching of English language in the primary school. In particular, there is examination of the impact of liberal/progressive and New Right thinking in this area. It also examines how and to what extent these views appear in curricular documentation at national level in both Scotland and in England and Wales. In order to accomplish these tasks, the study is dependent on data and methods of investigation from a number of different disciplines. Firstly, there is the consideration of the historical dimension, in which there is examination of the ways in which curricular policy in primary English language (within the context of broader issues affecting primary education in general) has evolved in the two macrosystems under discussion. Secondly, there is investigation of the linguistic dimension - the ways in which changes and developments in language theory have permeated - or perhaps just as revealingly - have not permeated national guidelines. Thirdly, the ideologies and philosophies which have proven to be powerful drivers in the formulation of policy with respect to this field are examined. Lastly, there is the empirical dimension, in which key players in the formulation of the 5-14 national guidelines in English language in Scotland are interviewed, using an open ended interview format. (DXN 006, 358).