Engaging the hidden curriculum within the Canadian Language Benchmarks (2000 and 2012) as a complicated conversation

Authors

  • Douglas Fleming University of Ottawa

DOI:

https://doi.org/10.18192/olbiwp.v7i0.1359

Keywords:

education, second Language education, Language policy, Language assessment

Abstract

This article examines the Canadian Language Benchmarks (Pawlikowska-Smith, 2000; Hajer and Kaskens 2012) within the context of national second language programming. I argue that students and teachers can view such documents as hidden curriculum with which they can engage as complicated conversations (Pinar, 2012).

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Published

2015-07-21

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