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India’s New National Curriculum Framework for teacher education: A systemic functional linguistic analysis

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Abstract:

The reality of enacting India’s new National Curriculum Framework for Teacher Education (NCFTE, 2010) is falling to just a few people in India’s vast system of education. Their work will be crucial in the NCFTE’s survival. Given the transformative reforms that it calls for, over the course of the next two years a wave of innovative professional learning opportunities will target teacher-educator trainers’ enactment of the NCFTE.
My interest is in seeing how this policy framework gets interpreted and enacted by teacher-educator trainers and teacher-educators in these professional learning settings. It is problematic that we know very little on what teachers of teachers need to know. This work seeks to contribute to this knowledge base by investigating how the grammatical structures of policy documents promote or inhibit the meaning-making necessary for teacher-educator trainers.
In this particular paper I use a systemic functional linguistic methodology (Halliday, 1976) to explore part of the problem of how individuals make sense of policy for use. Privileging language, I take the stance that enactors of educational policy engage with text through a process of semiotic mediation. Notwithstanding other forms of discourse mediation, this functional linguistic perspective on how language mediates can help us rethink the interconnections between the semiotic, the social and the cognitive. (Hasan, 2005) Through an analysis of the multiple grammatical features of the NCFTE, such as nominalizations, clausal structures, and modalizations, I argue that the NCFTE functions as part of a technocratic discourse, which may not warrant the accessibility that is necessary for enactors of educational policy. It is my hope that this work will contribute to broader theories of how people make sense of educational policy reforms, and also support the work of teachers and teacher educators who will be working with this transformative reform agenda.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p486356_index.html
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MLA Citation:

Setty, Rohit. "India’s New National Curriculum Framework for teacher education: A systemic functional linguistic analysis" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p486356_index.html>

APA Citation:

Setty, R. , 2011-04-30 "India’s New National Curriculum Framework for teacher education: A systemic functional linguistic analysis" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p486356_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The reality of enacting India’s new National Curriculum Framework for Teacher Education (NCFTE, 2010) is falling to just a few people in India’s vast system of education. Their work will be crucial in the NCFTE’s survival. Given the transformative reforms that it calls for, over the course of the next two years a wave of innovative professional learning opportunities will target teacher-educator trainers’ enactment of the NCFTE.
My interest is in seeing how this policy framework gets interpreted and enacted by teacher-educator trainers and teacher-educators in these professional learning settings. It is problematic that we know very little on what teachers of teachers need to know. This work seeks to contribute to this knowledge base by investigating how the grammatical structures of policy documents promote or inhibit the meaning-making necessary for teacher-educator trainers.
In this particular paper I use a systemic functional linguistic methodology (Halliday, 1976) to explore part of the problem of how individuals make sense of policy for use. Privileging language, I take the stance that enactors of educational policy engage with text through a process of semiotic mediation. Notwithstanding other forms of discourse mediation, this functional linguistic perspective on how language mediates can help us rethink the interconnections between the semiotic, the social and the cognitive. (Hasan, 2005) Through an analysis of the multiple grammatical features of the NCFTE, such as nominalizations, clausal structures, and modalizations, I argue that the NCFTE functions as part of a technocratic discourse, which may not warrant the accessibility that is necessary for enactors of educational policy. It is my hope that this work will contribute to broader theories of how people make sense of educational policy reforms, and also support the work of teachers and teacher educators who will be working with this transformative reform agenda.


Similar Titles:
A Critical Discourse Analysis of the National Kindergarten Curriculum of South Korea: Early Education Standards Governing Children, Families, and Teachers

Systemic Functional Linguistics (SFL) Analysis of an Introductory Mathematics Curriculum for ESL Adults

The conceptualization and implementation of 'practice' in the National Curriculum Framework for Teacher Education (2009)


 
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