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The Theoretical Models and English Curriculum Pedagogies

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The Victorian Curriculum and Assessment Authority, under the State Government of Victoria, have provided special attention in the context of teaching the English Language. The first paragraph of the “ Introduction to English” section elaborates upon the philosophical and procedural approaches of the department to teach the English language. “ In the English domain, texts and language constitute the central and essential concepts. The concept of texts focuses equally on creating and analyzing texts, understanding and interpreting texts, and moving beyond interpretation to reflection and critical analysis. The concept of language includes the use of language and the development of linguistic competence, and the development of knowledge about language” (Victorian Essential Learning Standards “ Introduction to English, ” September 16, 2009).

Within a brief scope of the observation, the Victorian Curriculum and Assessment Authority has made it clear that for proper teaching of the English language providing adequate importance on both English texts and linguistic aspects is very important.   This part also clearly logically explains the authority’ s intention to provide equal importance on both text and language. While the concept of textual studies helps a student to develop his analytical skills and help to expand the scope of reflective capacity, on the other hand, the language studies would help him to get deeper within the technical and linguistic aspects of the English Language.

Basically, it is the intention of the authority to provide such a course structure to students in the context of the English Language studies so that the text and language act as complementary and supplementary to each other. The analytical and reflective skills developed from textual studies would help a student to be interested in appreciating the linguistic intricacies of English and simultaneously, the knowledge gained from linguistic would help a student to interpret a text beyond the scope of its apparent narrative. The English language curriculum followed by the Victorian Curriculum and Assessment Authority, if is analyzed critically, will provide us with the information that the entire structure is established over certain theoretical disciplines.

While these theoretical approaches respectively aim at nourishing a student’ s aptitude from the perspectives of analytical, creative and cultural understanding, on the other hand, conjointly they encourage a student to follow the English language curriculum with such depth so that a complete empathy towards civic responsibilities and citizenship can be developed.

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