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DOI: 10.15507/1991-9468.089.021.201704.709-722
Sociocultural Dimension of Hidden Content in a Professional Language Curriculum
Ekaterina E. Shishlova
Associate Professor, Chair of Pedagogy and Psychology, Moscow State Institute of International Relations (University) of the Ministry of Foreign Affairs Russian Federation (76 Prospect Vernadskogo, Moscow 119454, Russia), ORCID: http://orcid.org/0000-0002-3080-7003, Researcher ID: E-6730-2017, This email address is being protected from spambots. You need JavaScript enabled to view it.
Ivan A. Kuritsyn
Ph.D. student, Chair of Pedagogy and Psychology, Moscow State Institute of International Relations (University) of the Ministry of Foreign Affairs Russian Federation (76 Prospect Vernadskogo, Moscow 119454, Russia), ORCID: http://orcid.org/0000-0002-4002-8484, Researcher ID: E-8757-2017, This email address is being protected from spambots. You need JavaScript enabled to view it.
Introduction: studying curriculum as a pedagogical problem has traditionally been reduced to the analysis of its explicit content, set in official educational documents. However, a much less studied hidden content plays a significant role in education. So, what is the role of the hidden curriculum during professional language training? The purpose of the article is to determine the potential impact of hidden curriculum on students’ conceptual worldview. Comparing the worldview presented in textbooks with students’ one has allowed us to estimate the rate of influence of hidden curr iculum.
Materials and Methods: the methodological basis of the work is the cultural concept of personalityoriented education. The methodology for studying the role of hidden curriculum includes four stages: at the first stage, the authors set the criteria for selecting textbooks for analysis and do the selection; at the second stage, the authors select sociocultural concepts for analysis; at the third stage, the scheme of analysis is designed and the analysis of textbooks is done; at the fourth stage, the authors identify the potential influence of hidden curriculum on students’ conceptual worldview.
Results: the structure of hidden curriculum has been determined and the scheme for analysing its subject component has been developed. The authors have identified a significant influence of hidden curriculum on students’ worldview, which represents the scientific novelty of the article.
Discussion and Conclusions: the article gives the definition of a hidden curriculum which is new for Russian pedagogy and presents a methodology for its analysis in EFL textbooks. That analysis is recommended to be conducted when selecting teaching materials both i n languages and other humanities.
Keywords: hidden curriculum, sociocultural concepts, professional language training, discourse analysis, selection of teaching materials
Acknowledgements: the authors express their sincere gratitude to Elena V. Voevoda, Dr.Sci. (Pedagogy), for her assistance in choosing the research problem relevant for the training of International Relations specialists; MGIMO students and Ph.D. students who assisted in carrying out the experimental part of the research: A. Romanenko, A. Ilyina, A. Korotkov. We are grateful to the staff of the Centre for Scientific and Innovative Projects of MGIMO for the opportunity to apply for the 3-rd competition of Young Scholars Grants for research.
For citation: Shishlova E.E., Kuritsyn I.A. Sociocultural dimension of hidden content in a professional language curriculum. Integratsiya obrazovaniya = Integration of Education. 2017; 21(4):709-722. DOI: 10.15507/1991-9468.089.021.201704.709-722
Contribution of the authors: Ekaterina E. Shishlova – research supervision and counseling at all stages of the research; defining the essence and structure of the main notion for the research – hidden curriculum; elaboration of the methodology of analysising the subject component of hidden curriculum; development of the questionnaire for surveying students; critical analysis of the problem, methods and results of the research. Ivan A. Kuritsyn – initiation of studying an innovative for Russian pedagogy problem of hidden curriculum; development of theoretical and methodological basis of the research; development and approbation of the original scheme of analysis of the subject component of hidden curriculum; statistical processing of the students’ survey results; concluding and interpreting the results of the research and their textual presentation.
All authors have read and approved the final manuscript.
