Engaging the hidden curriculum within the Canadian Language Benchmarks (2000 and 2012) as a complicated conversation
DOI:
https://doi.org/10.18192/olbiwp.v7i0.1359Keywords:
education, second Language education, Language policy, Language assessmentAbstract
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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Research
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