Drawing on the assumptions that old ideologies persist over a long period of time, impact on intercultural communication, and can be identified in texts, this study is a critical analysis of the content of an English as a Foreign Language (EFL) textbook, which was published between 1983 and 1988 in communist Romania. Specifically, the research questions of the present study are: 1) How do the EFL textbook‘s readings represent the relationship between Romanian and non-Romanian people?, and 2) What are the sociopolitical implications of these representations? Based on critical discourse analysis (CDA), as well as content analysis and literary theory, the method of analysis of this study builds on central concepts such as ideology and intertextuality, and delivers a multilayered framework of analysis that comprises the historical and ideological context of the texts, as well as the context of other texts. The findings show that the communist ideology was legitimated and transmitted in language textbooks, and, compared to the Romanians, non-Romanians were unequally represented.

Drawing on the assumptions that old ideologies persist over a long period of time, impact on intercultural communication, and can be identified in texts, this study is a critical analysis of the content of an English as a Foreign Language (EFL) textbook, which was published between 1983 and 1988 in communist Romania. Specifically, the research questions of the present study are: 1) How do the EFL textbook‘s readings represent the relationship between Romanian and non-Romanian people?, and 2) What are the sociopolitical implications of these representations? Based on critical discourse analysis (CDA), as well as content analysis and literary theory, the method of analysis of this study builds on central concepts such as ideology and intertextuality, and delivers a multilayered framework of analysis that comprises the historical and ideological context of the texts, as well as the context of other texts. The findings show that the communist ideology was legitimated and transmitted in language textbooks, and, compared to the Romanians, non-Romanians were unequally represented.

Since 1921 England’s governments have commissioned enquiries into English and literacy teaching, leading towards published recommendations and requirements for English grammar teaching. Governments’ officially sanctioned publications represent their policy aspirations for English and literacy. Research studies have explored the subsequent challenge for schools and teachers who must integrate grammar into a subject whose wider philosophies may conflict with an explicit grammar element. My study draws on critical theory to analyse the ideological discourses of English grammar these official policy documents reveal, and how they conflict or coincide with wider ideologies of English and literacy in schools. My study uses a two-stage analysis. First is an intertextual analysis using a corpus approach to identify the data’s grammar topics through its keywords and argumentation types. Second is a qualitative critical discourse analysis (CDA) of the documents’ main ideas and ideological discourses. The CDA analysis reveals three main ideological discourses of grammar, namely of ‘heritage and authority’, ‘standards and control’, and ‘life chances and skills’. These discourses are constructed from both prescriptive and descriptive traditions of linguistic thinking, and draw on ideological perspectives of teaching and teachers, learning and learners, and changing philosophies of English over time. The findings show no direct connection between the topic keywords policy authors use and the ideological positions they adopt. But there is a clear trend in argumentation approaches used to make hoped-for claims for grammar’s place and benefits in subject English. The discourses found question whether teachers are sufficiently prepared for grammar teaching and whether learners are sufficiently prepared for communicating in the workplace. The policy ideologies of grammar found in the qualitative analysis are finally re-mapped against wider philosophies of subject English to identify the broad policy trends.

This study focused on curriculum development in biology education. It was based on the present biology curricula from grade 10-12. The purpose of the study was to investigate the attitudes of secondary school learners towards involvement in curriculum development and specific biology content areas of all three grades. The assumption was that future curriculum planning and development in science (biology) education should consider learners' preferences, interests and needs. For the empirical investigation, a sample of 666 grades 10, 11 and 12 learners from three different school types (rural, ex-model C and private schools) in the Northern Province completed an attitude questionnaire. Statistical analysis of the results led to the following findings, amongst others. • With regard to willingness to be involved in curriculum development, the results were as follows: (a) Significant differences were found between learners when age and school type were used as moderator variables. (b) No significant differences were found when grade and gender were used as moderator variables. Regarding the attitudes of learners towards involvement in curriculum development and specific biology content, some low but significant relationships and a number of significant differences were found between learners' attitudes towards involvement in curriculum development and specific biology content for all the grades. In each instance, age, gender and school type were also taken into consideration. These findings suggest a complete and significant restructuring of the biology curriculum in secondary schools. A learner-centred curriculum design that actively involves learners in decision-making will consider the needs and interests of learners. This is seen as appropriate in an outcomes-based approach and may lead to more motivated learners. / Psychology of Education / D. Ed. (Department of Psychology of Education)

This study focused on curriculum development in biology education. It was based on the present biology curricula from grade 10-12. The purpose of the study was to investigate the attitudes of secondary school learners towards involvement in curriculum development and specific biology content areas of all three grades. The assumption was that future curriculum planning and development in science (biology) education should consider learners' preferences, interests and needs. For the empirical investigation, a sample of 666 grades 10, 11 and 12 learners from three different school types (rural, ex-model C and private schools) in the Northern Province completed an attitude questionnaire. Statistical analysis of the results led to the following findings, amongst others. • With regard to willingness to be involved in curriculum development, the results were as follows: (a) Significant differences were found between learners when age and school type were used as moderator variables. (b) No significant differences were found when grade and gender were used as moderator variables. Regarding the attitudes of learners towards involvement in curriculum development and specific biology content, some low but significant relationships and a number of significant differences were found between learners' attitudes towards involvement in curriculum development and specific biology content for all the grades. In each instance, age, gender and school type were also taken into consideration. These findings suggest a complete and significant restructuring of the biology curriculum in secondary schools. A learner-centred curriculum design that actively involves learners in decision-making will consider the needs and interests of learners. This is seen as appropriate in an outcomes-based approach and may lead to more motivated learners. / Psychology of Education / D. Ed. (Department of Psychology of Education)