Revival Curriculum Priorities: A Preliminary Study Of Teaching Targets

Language-revival curricula can value historical connection, present participation and further expressive development without obtaining a single ordering of teaching targets. This paper examines a bounded curriculum's target–mode–sequence package. It distinguishes interpretive access, quoted rehearsal, supported production, public enactment and exploratory modification, and develops reasons for selecting among them. A constructed host–guest greeting case supports a conditional preference for contextual understanding and supported productive choice within an introductory undertaking; a specialist historical-performance course supplies a substantive countercase. The inquiry draws on educational-purpose and language-reclamation literature, dated curriculum documents and the Generative Relational distinction between preservation, capacity, enabling conditions and normative appraisal. Its formal investigations are selected representations of a history-bearing arrangement. A finite operation model separates equal current task evidence from unequal later teaching opportunities. A nonlinear regional resource field yields opposed advantages for grouped module sequences, an equal-duration interleaving schedule meeting a joint resource target missed by either grouped schedule, and a local reversal caused by redistributed access. An operation algebra distinguishes historical sequence differences from differences in selected readouts. Resource availability is not identified with learner competence, and formal reachability does not justify a target. The proposed contribution is a scoped account of curriculum priority that connects substantive educational purposes to participation modes, practical dependencies and explicit comparison conditions. Its conclusions remain conditional on the undertaking's justification, adequate learning evidence and the stated model assumptions.