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PRIMARY ENDLISH CURRICULU DEVELOPMENT
WITHIN INDEPENDENT BILINGUAL BRITISH SCHOOLS IN PERU---ISSUES
AND PRACTICE
INTRODUCTION
The issues surrounding curriculum development for the Primary
English curriculum within an independent, bilingual, British
school in Peru include areas such as the view of learning
English within Peruvian society, particular aspects of bilingualism
and intercultural tensions. A model for curriculum planning
and development which analyses this context and discusses
options for content and its structure, is presented below.
Other aspects of a holistic curriculum, such as teaching and
assessment methods, are not considered.
CONTEXT
British schools in Peru- an understanding
British schools in Peru (for 3-17) were generally founded
by a British national living in Peru. Some sought to provide
education for BRISH children attending. They offer international
examinations, such as IGCSE, and some offer International
Baccalaureate. The British Council criteria for being a "British
school" included having a British Head and an external
examinations system based on the UK system. Within Peru there
are six "BRITISH"schools which enjoy limited benefits
form the British Council, such as grants and teacher training.
These schools, along with other similar schools in Latin America,
have now founded the Latin American Heads Conference (LAHC)
which aims to foster an ethos through which the schools may
continually develop as centers of excellence, reflecting British
practice and providing the best possible learning experience
and opportunities for pupils. The Conference organizes joint
events and encourages cooperation and opportunities for appraisal.
It also promotes contact with British educational institutions.
Within the Peruvian educational system, the schools are considered
to be independent, private, bilingual schools. Many other
private schools exist, and within the bilingual sector there
are several schools offering different languages. Initially,
the Peruvian Ministry of Education demanded that a bilingual
school should have a Peruvian Head. This led to most bilingual
schools having two heads. One was the "Headmaster"
or HEADISTRESS (in the case of British schools, a British
national) and the other was often called the "Promoter".
The Peruvian Head was often simply a puppet, more a public
relations figure, who appeased the parents, explained policies
in Spanish, was "understanding" towards staff complaints
and mediated. In other word, the British Head took on Peruvian
citizenship as soon as he or she had been in the country long
enough. This has now changed as the Peruvian government no
longer requires a Peruvian Head.
Peruvian education-an overview
The country has an extensive range of educational institutions
ranging from very small rural schools which are struggling
from a lack of resources, teachers and problems of bilingualism
(Spanish-Quechua or Aymara or other tribal languages), to
large schools with over 50 pupils in each class in inner city
areas riddled with problems of unemployment, poverty, truancy
and drugs. There are also several extremely expensive, private
schools. State education is seen to be inefficient and any
private school is seen as being "better".
Education generally starts at 3 or 5 and continues to 17 but
the ages may vary according to whether the child passes or
is required to repeat the year.
On leaving school, the private and state universities used
to provide an extremely difficult entrance exam. This meant
that students finishing secondary school had to enter "academies"
(private) which trained them in exam techniques (multiple
choice) and knowledge. This "cramming" was intensive
and there was great competition. Now, there are some opportunities
for pupils to enter university depending on grades in their
final year at school, but the entrance exam and "Academia"
still exists.
One of the government's main problems is that of centralization,
so that most of the main economic and educational activities
occur in Lima. One of the British schools is situated in Trujillo
(a small city north of Lima) but the other five are in Lima.
Education in Peru was extremely facts-based and memorization
and testing were key tools for assessment. The Peruvian Ministry
of Education now recognizes the serious problems in education
which Peru faces and is presenting a new vision through a
new educational plan (www.minedu.gob.pe). The new plan is
based on aims, principles and competences aimed at quality,
inclusion, preparation for commerce, democracy, awareness
of the environment and acceptance of intercultural factors
within the country. The government sees a need to adopt a
holistic attitude to education including the technological
demands of society and globalization but also individual aspects
of self-esteem, values, attitudes and creativity, which it
sees as key factors for progress. These changes can be a long
and slow process as they involve changing habits and complex
political, economic factors (Beeby, 1970).
The new Peruvian curriculum provides core, basic principles
to aim for. As a result, the British independent schools have
a great deal of freedom in planning and implementing their
curriculum, but can support the Peruvian government in its
new plan.
ISSUES
Le Matais(1999) states that there may be conflicts within
curriculum development and where change or innovation is expected,
there may be aspects such as inherited structures and half-finished
programmes which will take time to change. This is certainly
true in the case of the British schools in Peru as well as
in the case of Peruvian education in general. The following
are some of the key issues and tensions to be considered in
the case of the British schools.
1. Cultural differences amongst teachers
The teacher is a key factor in the development of a curriculum
(Skilbeck, 1984). The British schools often depend on and
market the fact that teacher are recruited for Britain. Experience
has shown that many of them suffer health problems while others
find living in a foreign country difficult and suffer from
loneliness and homesickness. Some leave problems behind in
Britain, such as divorce, children, mortgages and elderly
parents. These factors lead to teachers cutting short their
contracts or traveling frequently.
In general, British teachers tend to meet with other British
ex-patriates and some never learn the language. Often there
is a lack of respect for the Peruvian culture, which is detrimental
(Wrigley, 2000). This results in a lack of integration and
also a certain distance between "British and Peruvian
staff", which is exacerbated by large differences in
pay. This can cause tensions when a teaching or curriculum
team is joint (Peruvian and British) and though the Peruvian
teacher may be highly qualified, he or she often feels inferior
when faced with the British teacher's tends to criticize Peruvian
attitudes and idiosyncrasy. Lack of knowledge of Peruvian
culture leads to teachers misinterpreting pupils' and teachers'
attitudes ("too chatty" or "too affectionate",
for example) and to Peruvian teachers criticizing the "boldness"
with which the British staff will approach authorities with
their concerns or complaints regarding the school, to their
"hardheartedness" at not celebrating Mothers Day
or Teachers Day!
2. Intensive English
3. The "American Dream"
4. Pressures of tradition
5. Hidden curriculum
PRACTICE
1. Decisions to be made
2. A model
2. The model in practice
3.1 Staff
3.2 Needs Analysis-Bilingualism
I. Trips to Miami and the USA (on holiday）
II. E-mail and Internet
III. Communication with relatives (who have probably lost
their Spanish!) USA/ Canada
IV. Understanding Cable Television (nearly all North American
programmes)
V. Understanding films, song lyrics and electronic games instructions.
How much knowledge of "British" culture meets their
needs is questionable. Skilbeck and Kelly mention the importance
of analyzing the "actual" or "received curriculum,
which may produce unexpected learning outcomes which must
be taken on board and not ignored.
Skilbeck shows a great interest in pupil participation within
a SBCD project. It is undeniable that in this case, pupil
participation in the analysis and the programming of an effective
curriculum would be advantageous. Gross argues that students'
interests and needs cannot be assumed. Cameron and Wrigley
point out the extreme importance of respect for a child's
language and background. This includes respect for the Peruvian
Ministry of Education's core principles. Parental participation
in needs analysis has also been mentioned above.
4. What to teach?
4.1 English as a subject
4.2 Theories to consider
4.3 Proposals for applying the theories
Conclusion
BIBLIOGRAPHY
Aubrey, C (1994), Overview of advances in understanding of
learning an teaching of subject knowledge. In Aubrey, C. The
role of subject knowledge in the early years of schooling
(pp 1-3) London: The Falmer Press
总共有18 个出处，出版于1971-2001年之间
WEBSITE
www.nc.uk.net （English National Curriculum website）
www.minedu.gob.pe (Peruvian Ministry of Education website)
www.ibo.org (International Baccalaureate website)
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