In the West Indies today, under the aegis of the Caribbean Examination Council and the various National Curriculum Development Committees, teachers are working to draw up curricula, syllabuses and examinations for several subjects, among them Spanish. Assuming that these syllabuses and examinations must be tailored to accommodate the teaching of Spanish in the various countries of the region, the question arises: what kind of Spanish should we teach? Up to the present no concerted policy has emerged.

It is the belief of this writer that history would be more appealing to students if the instructor took account of the distinguishing features of its subject matter, and the historian's method in planning, implementing and evaluating history curricula. This article, therefore, attempts to discuss the nature of history as a discipline. The first part deals with the nature of disciplines in general. In the second section, the writer discusses in detail aspects of the content of history as a distinct area of study, and the techniques of the historian.

One of the common threads which run through the reading and rhetoric on education in the English-speaking Caribbean over the last twelve years is the need to structurally relate the education of the region to its socioeconomic goals. The assumption that education does in fact promote socio-economic development has become highly questionable. This paper is proposing that the translation of perceived national priorities into educational programmes and the implementation of the latter are much more problematic than is usually recognized.

The importance to educational practice of linguistic research in the Caribbean has never been underplayed. Although linguistic descriptions have a validity all their own, it is in their application to educational practice that they can best serve our societies.

In discussing the type of research which is needed in the area of education and development in the "new nations" it should be noted that the concept "development" is an amorphous one and usually implies changes in many institutions of a society including the economic.

Since its independence in 1962, Jamaica has been involved in an ongoing process of education reform to address inequities in its education system, respond to changing needs, and provide the best education for its populace. Achieving quality, access, and equity in the education system have been key principles underlying these reforms.

Changes in the education system in any country are realized through curriculum reform. Global advancements demand that the education system produces citizens who are equipped with the 21st century skills to be able to function effectively in a competitive world. Reform initiatives are usually aimed at improving present practices or replacing nonfunctional ones which may have become obsolete due to technological, cultural, social, and economic advancements.

In response to the diverse nature of the learners in any one classroom, many teachers have employed the use of differentiated instruction. Central to the tenets underpinning this approach is the idea that all learners enter the classroom with differences in learning abilities, styles, interests, cognitive skills, and life experiences which ultimately determine how they receive and interpret information (Tomlinson, 2017; Prince, 2011; Huebner, 2010; Vygotsky, 1978).
 

The National Standards Curriculum (NSC) has been the cornerstone of our Jamaican education system at the primary and lower secondary levels since September 2016. However, there are many controversies surrounding its implementation. This research sought to explore teachers’ experiences with the implementation of the National Standards Curriculum (NSC) in an inner-city primary school in Kingston, Jamaica. A generic qualitative research was conducted to explore the topic. The sample consisted of five teachers who were purposively selected.

In this article, I demonstrate how I used critical reflection to improve my teaching practice while conducting my PhD fieldwork. More specifically, I reflect on the 4-month qualitative case study that I conducted in a Jamaican Grade 7 classroom. My research project explored if and how multiliteracies pedagogy paired with sociocultural theory can improve inner-city students’ English language development (ELD) and engagement.