Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18980
Title: 
Teaching writing at the primary levels
Authors: 
Keywords: 
Teaching writing
Teaching English language at the primary levels
Syllabus and policy implementation
Curriculum implementation
Issue Date: 
2017
Citation: 
Irda Sulastri Swandi, & Netto-Shek, J.-A. (2017). Teaching writing at the primary levels. Indonesian Journal of Applied Linguistics, 7(1), 1-10. Retrieved from http://ejournal.upi.edu/index.php/IJAL/article/view/6852
Abstract: 
Writing is a critical skill for young learners to master for academic purposes and as a work and life
skill. This paper is part of a larger study on the English Language 2010 syllabus and its national
curriculum in Singapore particularly in the area of the teaching of writing at the primary levels. In
this paper, we report findings from a quantitative content analysis of both the syllabus and the
curriculum as “policy texts” (Ball, 2005) to locate alignments and variances in a discussion of their
potential impact on classroom instruction. Findings from the analysis of these documents reveal that,
on the whole, the national curriculum is aligned not only to current approaches for the teaching of
writing but also to the syllabus in terms of instructional principles. However, the findings also reveal
a difference in terms of emphasis between both documents that may potentially restrict the realisation
of syllabus outcomes in the area of writing instruction at the primary levels.
URI: 
ISSN: 
2301-9468 (print)
2502-6747 (online)
Website: 
Appears in Collections:Journal Articles

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