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A language plan for primary school teacher education
Abstract
This paper introduces a different perspective on the grouping of teacher trainees for purposes of language study and reports on the current experimental application of a new first year language curriculum at the Durban College of Education. This language curriculum is designed to provide a legitimate and tenable basis for the grouping of students for purposes of language study accommodate students' particular language needs address the problem of deficient cognitive academic language proficiency of tertiary students. Before explaining the structure and implementation of the curriculum, I shall briefly indicate the macrolinguistic perspectives that triggered the attempt to change the existing curriculum dramatically, and elaborate on the linguistic bases on which the design of the new curriculum rests.
