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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

By
Simone Smala
Edited by
Kim Bower ,
Do Coyle ,
Russell Cross  and
Gary N. Chambers
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 educationmerged curriculaCLILculturebilateral government agreements4Cs Framework
Type
Chapter
Information
Curriculum Integrated Language Teaching
CLIL in Practice
 , pp. 93 - 106
Publisher: Cambridge University Press
Print publication year: 2020

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