Diversity and Transnationalism

doi:10.1017/9781108687867.007

5 - Diversity and Transnationalism

The ‘Merged Curriculum’ Approach in Bilingual Programmes in Australia

from Part II - Current Aspects of Practice in CLIL

Published online by Cambridge University Press: 27 July 2020

Simone Smala

Edited by

Kim Bower ,

Do Coyle ,

Russell Cross and

Gary N. Chambers

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Kim Bower: Affiliation:
Sheffield Hallam University
Do Coyle: Affiliation:
University of Edinburgh
Russell Cross: Affiliation:
University of Melbourne
Gary N. Chambers: Affiliation:
University of Leeds

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Summary

This chapter highlights an innovative approach to bilingual school programmes in government schools in Australia. The phenomenon, which can be described as merged or harmonized curriculum, integrates the national curriculum requirements of two countries. Formal merged curricula are usually underpinned by an official bilateral government agreement. Informal merged curricula can take different forms depending on the contexts and people involved; the example used here describes how teachers at a school with a Japanese bilingual programme use aspects of maths curriculum and pedagogy drawn from Australia and Japan. The chapter introduces examples of formal and informal merged curricula in two schools and analyses them from a theoretical perspective based on the 4Cs Framework, the Language Triptych and the seven principles as outlined in Chapter 1 (Coyle, 2007). This study highlights one of the 4Cs – culture – but understands that all 4Cs are interconnected. Merged curricula provide a useful lens to analyse cultural implications of bilingual education.

Keywords

bilingual education merged curricula CLIL culture bilateral government agreements 4Cs Framework

Type: Chapter
Information: Curriculum Integrated Language Teaching
CLIL in Practice
, pp. 93 - 106

DOI: https://doi.org/10.1017/9781108687867.007 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2020

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5 - Diversity and Transnationalism

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