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Models of language, models of childhood in the English national curriculum

Research output: Contribution to journalJournal article

<mark>Journal publication date</mark>1/03/1998
<mark>Journal</mark>Changing English
Issue number1
Number of pages14
Pages (from-to)69-81
Publication statusPublished
Original languageEnglish


This paper explores the versions of language and of childhood which implicitly underpin the official National Curriculum for English at Key Stages 1 and 2. It considers the politically charged context of debates about ‘grammar’ and ‘standards’ within which a standardised curriculum is imposed, and the assumptions about language, learning and children which are involved in assessing children's talk. Finally, the article draws on an empirical study of the informal talk of six 8‐ and 9‐year‐old children to present some alternative perspectives on children, language and learning.