Abstract

South Africa has a uniquely differentiated English curriculum in a bid to cater for diverse proficiency levels prevalent among its learner population. While this stride made sense in a population with one of the highest inequalities in the world, it is equally important to reflect on whether the differentiated systems do serve the purpose of equal access in relation to the quality of provision. Surprisingly, very little research has been carried out to validate the merits of this curriculum and assessment differentiation to date. In this paper, I report on Umalusi’s commissioned study on English curriculum benchmarking with three countries: Kenya, Singapore and Canada. This four-country case analysis focuses on curriculum goals and the depth and breadth of English Home Language (EHL) and English First Additional Language (EFAL). The results of the analysis show that the objectives of EFAL and EHL are largely similar and that both compare favourably with these subjects taught in the three other countries under investigation. However, framing the study within theories of language acquisition and language variation, I argue that the EFAL/EHL differentiation at both curriculum and assessment levels is unmerited and serves the opposite intent: deepening inequalities and access to the English language. In the end, useful recommendations for repackaging an assessment of English into one that takes account of its diverse learner population are advanced and further research opportunities are highlighted.

摘要

南非拥有独特的差异化英语课程，以迎合其学习者群体中普遍存在的不同熟练程度。虽然这一进步对于世界上最不平等现象之一的人口来说是有意义的，但同样重要的是要反思差异化系统是否确实服务于与提供质量相关的平等机会的目的。令人惊讶的是，迄今为止，很少进行研究来验证该课程和评估差异化的优点。在本文中，我报告了 Umalusi 受委托对三个国家（肯尼亚、新加坡和加拿大）进行的英语课程基准研究。这个四个国家的案例分析侧重于课程目标以及英语家庭语言 (EHL) 和英语第一附加语言 (EFAL) 的深度和广度。分析结果表明，EFAL 和 EHL 的目标在很大程度上是相似的，并且与其他三个被调查国家教授的这些科目相比，两者都具有优势。然而，在语言习得和语言变异理论的框架内进行研究，我认为 EFAL/EHL 在课程和评估水平上的差异是不合理的，并且服务于相反的目的：加深不平等和获取英语。最后，提出了将英语评估重新打包成考虑到其多样化学习者群体的有用建议，并强调了进一步的研究机会。然而，在语言习得和语言变异理论的框架内进行研究，我认为 EFAL/EHL 在课程和评估水平上的差异是不合理的，并且服务于相反的目的：加深不平等和获取英语。最后，提出了将英语评估重新打包成考虑到其多样化学习者群体的有用建议，并强调了进一步的研究机会。然而，在语言习得和语言变异理论的框架内进行研究，我认为 EFAL/EHL 在课程和评估水平上的差异是不合理的，并且服务于相反的目的：加深不平等和获取英语。最后，提出了将英语评估重新打包成考虑到其多样化学习者群体的有用建议，并强调了进一步的研究机会。