English Language Teaching As A Pedagogic Discourse: An Investigation Based On Bernstein's Curriculum Theory

The paradigm shifting from 'curriculum development' to 'understanding curriculum' in curriculum researches and 'linguistic turn' in curriculum studies have put forward new challenges towards educational issues. Basil Bernstein's curriculum theory has provided new perspectives for 'understanding of curriculum'. In this thesis, a tentative review of the evolution of Bernstein's pedagogic theory is provided and its general applications in educational research is also presented. Afterwards, his theoretical orientation and framework have been applied to explore the nature of knowledge in English pedagogic discourses from two perspectives, namely, the discursive formation of English language as a school subject and the English classroom discourse analysis. A conclusion is drawn that English pedagogic discourses have transformed from literature-oriented discourse to skill-oriented discourse; while in pedagogic practices, the discourses feature the decontextualized talk of hierarchally vertical discourses. Compared with Bernstein's code theory which argues the language in school puts the children from the working-class in a disadvantageous position, the discursive practices in English language education make, accordingly, Chinese culture in an unfavorable intersection.The underlying principle for the specific discourses is due to the penetration of cultural imperialism which renders Chinese culture in an unpleasant position in English pedagogic discourses. With the expectation to obtain the 'dynamic' and 'dialogic' relationship between Chinese and Western cultures, the integration of horizontal discourse into the English pedagogic discourses is hypothesized on the basis of the empowerment of practitioners within the pedagogic practices.