Acceso usuarios
One of the most important perceived benefits of language awareness is its facilitative effect on all language learning, and it has been assumed that this effect is increased by establishing linkages and pathways between the learners’ various language learning experiences. At the same time, among the major problems identified as militating against a cross‐curricular approach has been the lack of suggestions for bringing together teachers of the mother tongue and teachers of foreign languages (Hawkins, 1984), and the generally compartmentalised development and organisation of the school curriculum. This paper suggests that one approach to these problems may be through the provision of a conceptual framework outlining what is known about language development and metalinguistic awareness. It then goes on to consider the ways in which this may provide a reference framework to guide the work of the various committees responsible for developing the language curriculum. The example of the curriculum in Ireland is used to explore the practical implementation of this proposal.
