Chomsky maintains that children acquire language due to the principle of Universal Grammar. The child responds to the evidence in his or her environment and creates a core grammar. Children are open to acquiring any human language but ends up acquiring one in particular. Chomsky\u2019s Projection Principle, Binding and Government principles are innate structures within the language faculty in the child\u2019s mind. These principles are reinforced with what the child hears in his or her environment and are present from the beginning of their life. Rather than the child going through a learning process to possess these principles, it is more the case that they are applied; the child\u2019s grammatical competence automatically incorporates them. By contrast, Foucault maintains that discourse is a regulated set of statements and refers to a set of unwritten laws and practices. Foucault distinguishes between discourse and reality\u2014\u2019discourse\u2019 is a system through which we perceive reality; the term can by no means be substituted for the term \u2018language.\u2019 I have divided my project loosely into the following chapters: Background, aims and evaluation of the National Literacy Strategy \u2014 has the NLS changed in the period 1996-2006? Has it achieved its aims? How is the NLS implemented at Key Stage 1? Is it effective for children with S.E.N? Chomsky\u2019s language acquisition and his idea of Universal Grammar, versus theories that language is acquired through social interaction \u2014 which is more convincing? Are Chomsky\u2019s ideas of Universal Grammar relevant today? What would he say about the NLS as it is used today? Is Foucault\u2019s discourse consistent with Chomsky\u2019s ideas? Is Foucault useful when dis- Some primary literature I have used: Chomsky, N. Reflections on Language (1976) Pantheon Books: Great Britain; Chomsky, N. and Foucault, M. The Chomsky-Foucault Debate on Human Nature (2006) The New Press: New York; Chomsky, N. (Ed. N. Anshen) Knowledge of Language: Its Nature, Origin and Use (1986) Praeger Publishers: New York; DfEE The Implementation of the National Literacy Strategy (1997) Government Publishing; DfEE National Literacy Strategy: Review of Research and other Related Evidence; Hardman, F., Smith, F., and Wall K. An Investigation into the Impact of the National Literacy Strategy on the Literacy Learning of Pupils with Special Educational Needs in Mainstream Primary Schools University of Newcastle Upon Tyne<\/p>\n","protected":false},"excerpt":{"rendered":"
Thea Basham, 2007, Stage 3<\/p>\n","protected":false},"author":8792,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[491,22,123],"tags":[494,151,44],"class_list":["post-1713","post","type-post","status-publish","format-standard","hentry","category-491","category-abstracts","category-stage-3-abstracts","tag-chomsky","tag-education","tag-foucault"],"_links":{"self":[{"href":"https:\/\/blogs.ncl.ac.uk\/philosophy\/wp-json\/wp\/v2\/posts\/1713","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ncl.ac.uk\/philosophy\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ncl.ac.uk\/philosophy\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ncl.ac.uk\/philosophy\/wp-json\/wp\/v2\/users\/8792"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ncl.ac.uk\/philosophy\/wp-json\/wp\/v2\/comments?post=1713"}],"version-history":[{"count":0,"href":"https:\/\/blogs.ncl.ac.uk\/philosophy\/wp-json\/wp\/v2\/posts\/1713\/revisions"}],"wp:attachment":[{"href":"https:\/\/blogs.ncl.ac.uk\/philosophy\/wp-json\/wp\/v2\/media?parent=1713"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ncl.ac.uk\/philosophy\/wp-json\/wp\/v2\/categories?post=1713"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ncl.ac.uk\/philosophy\/wp-json\/wp\/v2\/tags?post=1713"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}