The Common European Framework in its political and educational context What is the Common European Framework?

8.3
Towards curriculum scenarios
8.3.1
Curriculum and variation of objectives
From the above, it can be seen that each of the major components and sub-components
of the proposed model may, if selected as a main learning objective, result in various
choices in relation to content approaches and means to facilitate successful learning. For
example, whether it is a matter of ‘skills’ (general competences of the individual
learner/language user) or the ‘sociolinguistic component’ (within communicative lan-
guage competence) or strategies, or comprehension (under the heading of language
activities), in each case it is a question of components (and for quite distinct elements of
the taxonomy proposed in the Framework) upon which a curriculum might or might not
place emphasis and which might be considered in different instances as an objective, a
means or a prerequisite. And for each of these components the question of the internal
structure adopted (for example, which sub-components to select in the sociolinguistic
component? how to sub-categorise strategies?) and the criteria for any system of progres-
sion over time (e.g. linear ranking of different types of comprehension activities?) could
at least be identified and considered, if not treated in detail. This is the direction in which
the other sections of this document invite the reader to approach the questions and con-
sider the options appropriate to his or her own particular situation.
This ‘exploded’ view is all the more appropriate in the light of the generally accepted
notion that the selection and ordering of objectives on which to base language learning
may vary enormously depending on the context, the target group and the level in ques-
tion. Furthermore, it should be stressed that objectives for the same type of public in the
same context and at the same level could also vary regardless of the weight of tradition
and the constraints imposed by the education system.
The discussion surrounding modern language teaching in primary schools illustrates
this in that there is a great deal of variety and controversy – at national or even regional
level within a country – concerning the definition of the initial, inevitably ‘partial’ aims
to be set for this type of teaching. Should pupils: learn some basic rudiments of the
foreign language system (linguistic component)?; develop linguistic awareness (more
general linguistic knowledge (savoir), skills (savoir-faire) and savoir-être?; become more
objective with regard to their native language and culture or be made to feel more at
Common European Framework of Reference for Languages: learning, teaching, assessment
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home in it?; be given confidence from the realisation and confirmation that they are
capable of learning another language?; learn how to learn?; acquire a minimum of oral
comprehension skills?; play with a foreign language and become familiar with it (in par-
ticular some of its phonetic and rhythmic characteristics) through counting-rhymes and
songs? It goes without saying that it is possible to keep several irons in the fire and that
many objectives could be combined or accommodated with others. However, it should be
emphasised that in drawing up a curriculum the selection and balancing of objectives,
content, ordering and means of assessment are closely linked to the analysis which has
been made for each of the specified components.
These considerations imply that:
•
throughout the language learning period – and this is equally applicable to schools
– there may be continuity with regard to objectives or they may be modified and their
order of priority adjusted;
•
in a language curriculum accommodating several languages, the objectives and syl-
labuses of the different languages may either be similar or different;
•
quite radically different approaches are possible and each can have its own trans-
parency and coherence with regard to options chosen, and each can be explained
with reference to the Framework;
•
reflection on the curriculum may therefore involve the consideration of possible sce-
narios for the development of plurilingual and pluricultural competences and the
role of the school in this process.
8.3.2
Some examples of differentiated curriculum scenarios
In the following brief illustration of what might be envisaged by scenario options or varia-
tions, two types of organisation and curriculum decisions for a particular school system are
outlined, to include, as suggested above, two modern languages other than the language of
instruction (conventionally, but mistakenly, referred to below as the native language, since
everybody knows that the teaching language, even in Europe, is often not the native lan-
guage of the pupils): one language starting in primary school (foreign language 1, hereafter
FL1) and the other in lower secondary school (foreign language 2, hereafter FL2), with a
third (FL3) being introduced as an optional subject at upper secondary level.
In these examples of scenarios a distinction is made between primary, lower secondary
and upper secondary which does not correspond to all national education systems.
However, these illustrative programmes can easily be transposed and adapted, even in
contexts where the range of languages on offer is narrower or where the first institu-
tional learning of a foreign language comes later than primary level. He who can do more
can do less. The alternatives offered here include forms of learning for three foreign lan-
guages (two out of several on offer forming part of the compulsory programme and the
third, which can also be chosen, being offered as an optional extra or in lieu of other
optional subjects) because this seems to be the most realistic in the majority of cases and
represents a useful basis to illustrate this point. The central argument is that for a given
context various scenarios can be conceived and there can be local diversification, pro-
vided that in each case due attention is paid to the overall coherence and structure of
any particular option.
Linguistic diversification and the curriculum
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