The justification of an interdisciplinary approach to grade 12 core French curriculum design

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dc.contributor.authorSisler, Lesley Ellenen_US
dc.date.accessioned2024-08-15T18:23:17Z
dc.date.available2024-08-15T18:23:17Z
dc.date.copyright1983en_US
dc.date.issued1983
dc.degree.departmentFaculty of Education
dc.degree.departmentDepartment of Curriculum and Instruction
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractLiterature of the second language teaching profession recognizes the need for infusing second language curriculum with substantive content of significant educational validity. In response to this concern, the study designs and justifies an alternative interpretation of the grade 12 Core French curriculum. A framework is suggested for approaching the task of defensible curriculum design. A theoretical grounding is provided through the application of curriculum theory to the design of a curriculum. A situational grounding is disclosed through an exploration of the setting of the particular problem which lead to the study. These two layers of justification are transĀ­lated into an interpretation of a new program of study for grade 12 Core French. A design is presented which promotes the French language as the medium in a unified program of interdisciplinary inquiry into the relationship between language, communication and culture. The focus and nature of the program are outlined through discussion of aims, content, possible strategies for developing instructional plans, and implementation guidelines.
dc.format.extent87 pages
dc.identifier.urihttps://hdl.handle.net/1828/19710
dc.rightsAvailable to the World Wide Weben_US
dc.titleThe justification of an interdisciplinary approach to grade 12 core French curriculum designen_US
dc.typeThesisen_US

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