Scripted and live language games in educational reality

Abstract

It may be argued that ‘management by placement’ refers to the German and Nordic didactical traditions of delegating responsibility for complex professional processes such as teaching to the teachers as a profession that solves their tasks in accordance with professional standards through comprehensive institutionalization processes of new members. And in the same line of argumentation, it may be argued that ‘management of expectations’ refers more to the curriculum tradition of more focus on the relationship between school and society, how the school can meet the needs of the society to produce competent citizens, and how the teachers can and should faithfully implement the goals and expectations of the curriculum. The concepts of management by placement and expectation refers to Hopmann’s article on the development of accountability in teaching and learning processes (Hopmann, 2008). From this follows that one might expect different language games (Wittgenstein, 1958, Danish Translation 1971) emerging from the two educational traditions and their related management style. Very simplistic put, one might expect the language game of teaching in the curriculum tradition to be more scripted than the language game of teaching in the curriculum tradition.