BA(Hons) (Brighton), DELTA (Diploma in English Language Teaching) (Cambridge)
Legitimation Code Theory
Systemic Functional Linguistics
curriculum documentation analysis
The invisible teacher: The teacher envisaged in the Curriculum and Assessment Policy Statement (CAPS) English First Additional Language (EFAL) Further Education and Training (FET) Phase
Supervisor: Ian Siebörger
Educational policy documents, which are intended to enlighten teachers about what they should teach and how they should assess learners, contain both language and knowledge. How this knowledge is construed through language may reveal the kind of teacher envisaged by the document, and the assumptions made regarding the dispositions of these educators. This research aims to use linguistic analysis to discover how the teacher is envisaged in the Curriculum and Assessment Policy Statement English First Additional Language for Further Education and Training, while speaking to the broader subject of the relationship between teacher and curriculum policy. The research uses Systemic Functional Linguistics and Legitimation Code Theory to analyse the curriculum document.
Last Modified: Thu, 09 Sep 2021 22:27:33 SAST