Objectives

• • To examine existing curricula in the context of citizenship education.

• • To critically consider the extent to which the relationship between language and citizenship education promoted in the literature is seen to translate into curriculum frameworks.

• • To critically analyse the relationship between theory, policy and practice in the context of language and citizenship education.

INTRODUCTION

The curriculum and its associated assessment structures are a key means through which education policy filters down to the classroom. Thus, future citizens are socialised at a fundamental level through classroom delivery of the curriculum. Furthermore, the place and status accorded to citizenship in the curriculum and its delivery in the classroom is one indication of a commitment on the part of the state and educators alike to equip young people for full social participation, promoting skills of critical reflection and developing an understanding of their role within the local and global community, in order to be able to contribute meaningfully to social cohesion, whether through informal fostering of intercultural communication or through more formal participation in social enterprises.

In light of the claims in a range of policy documents related to the important role of language learning in preparing citizens for participation in today's multilingual and multicultural contexts, this chapter would like to critically consider the language curricula across contexts, examining the relative opportunities and challenges presented for promoting the relationship between language learning and citizenship education.

Citizenship development in the curriculum can typically take the form of skills development for the practice of active citizenship or that of addressing the required knowledge to facilitate and enable civic participation.