L. V. Shcherba: a ‘new slant’ on modern foreign languages in the school curriculum?

Campbell-Thomson, O. (2017) L. V. Shcherba: a ‘new slant’ on modern foreign languages in the school curriculum? Curriculum Journal, 28(4), pp. 446-478. (doi: 10.1080/09585176.2017.1357644)

Abstract

In this paper, I offer a critical reflection on the thesis of the general educational value of foreign languages developed by Russian linguist Lev Vladimirovich Shcherba. I do so against the background of current debates on the positioning of foreign languages in the school curriculum in the United Kingdom (UK). I argue that Shcherba's thesis, which was developed almost a century ago, retains its currency and can make an important contribution to the on-going discussion on the value of foreign languages in UK schools. The paper outlines Shcherba's scholarly explorations in general linguistics which underpin his arguments in favour of the inclusion of foreign languages in the basic school curriculum. The conception of language as a system immanently positioned in social experience assigns the foundational role to language in the literacy project. The conscious analytic processing of language phenomena is viewed as an essential pre-condition of literacy, and foreign languages are shown to be instrumental in developing such an analytic capacity of mind. Shcherba's argumentation reflects a comprehensive and interdisciplinary approach, both to foreign language education and to curriculum matters, and merits the attention of language practitioners, educationalists and policy-makers alike.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Campbell-Thomson, Dr Olga
• Authors: Campbell-Thomson, O.
• College/School: College of Arts & Humanities > School of Modern Languages and Cultures > Language Centre
• Journal Name: Curriculum Journal
• Publisher: Taylor & Francis
• ISSN: 0958-5176
• ISSN (Online): 1469-3704
• Published Online: 02 August 2017
• Copyright Holders: Copyright © 2017 British Educational Research Association
• First Published: First published in Curriculum Journal 28(4): 446-478
• Publisher Policy: Reproduced in accordance with the publisher copyright policy