The Hidden Curriculum of Survival ESL

Abstract

This article discusses a new genre in ESL materials—the increasingly popular survival texts designed for newly arrived adults. A wide range of selections from these texts is examined in light of the stated goals of curriculum writers, as well as the less obvious social implications of these materials. In view of the explicit concern with realistic context, texts are evaluated in terms of both how accurately they reflect the immigrants' reality and the extent to which they may shape that reality. Examination of excerpts reveals that frequently, neither the situational content nor the communicative structure of materials reflects authentic interaction. Furthermore, the texts often prepare students for subservient social roles and reinforce hierarchical relations within the classroom by precluding the creation of meaning and the development of critical thinking skills. Finally, Freire's (1981) distinction between problem-solving and problem-posing pedagogues is suggested as a framework for interpreting the shortcomings of the survival genre and for moving toward a more empowering mode of curriculum.

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