The English Language Learning Progressions (ELLP): Challenge or opportunity?

IF 0.1 4区教育学 Q4 EDUCATION & EDUCATIONAL RESEARCH

Curriculum Matters Pub Date : 2020-12-20 DOI:10.18296/CM.0046

Judith Anthony

引用次数: 1

Abstract

This article provides an overview and critical analysis of The English Language Learning Progressions (ELLP) (Ministry of Education, 2008). Identifying main themes through critical policy analysis, this review seeks to place ELLP in context through a comparison with The English Language Learning Framework: Draft (Ministry of Education, 2005) and English Language Learning Progressions (ELLP ) Pathway Years 1–8 (Ministry of Education, 2020a). Within this review, the structure of ELLP is explored along with key ideas and claims. It is argued that there are both challenges and opportunities in ELLP. Finally, the key issues are summarised and suggestions are made for future research.

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英语学习进展：挑战还是机遇？

本文对《英语学习进展》（教育部，2008）进行了综述和批判性分析。通过批判性政策分析确定主要主题，本综述试图通过与《英语学习框架：草案》（教育部，2005年）和《英语学习进展（ELLP）途径1-8年》（教育部将，2020a）的比较，将ELLP置于背景中。在这篇综述中，对ELLP的结构以及关键思想和主张进行了探讨。有人认为，ELLP既有挑战，也有机遇。最后，对关键问题进行了总结，并对未来的研究提出了建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Curriculum Matters Social Sciences-Education

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期刊介绍： Published annually, this peer-reviewed journal provides an avenue for discussion, commentary and information about curriculum. The full archive of back issues is available.

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