Journal articles: 'English language curriculum'

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Mo, Haiwen, and Fengjuan Luo. "A Study of the Construction of English Hidden Curriculums at Primary Schools in China." English Language Teaching 12, no. 9 (August 16, 2019): 66. http://dx.doi.org/10.5539/elt.v12n9p66.

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The hidden curriculum is an important part of curriculums, and constructing the primary school English hidden curriculum is helpful for the implementation of the new National English Curriculums, the development of students’ key competencies and the reform of basic English teaching in China. However, according to the survey conducted with 40 primary school leaders, 60 primary school English teachers as well as 300 primary school students, the hidden curriculum is always ignored in primary school English teaching in China. Schools should meticulously design the educational environment on campus, highlighting the characteristics of English hidden curriculums, integrate English into the class culture, optimizing English educational environment. It is necessary to build a harmonious relationship between teachers and students, to enhance students’ motivation of learning English, to mobilize social and family participation, and to build multiple hidden curricular resources of English so as to promote the reform of English teaching and improve the quality of English teaching at primary schools in China.

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Lê, Quỳnh Tiên Nguyên, and Morgan S. Polikoff. "Do English Language Development Curriculum Materials Matter for Students’ English Proficiency?" SAGE Open 11, no. 3 (July 2021): 215824402110357. http://dx.doi.org/10.1177/21582440211035770.

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Castañeda v. Pickard mandated that educational programs for emergent bilinguals be tested for program efficacy. As English language development (ELD) curricular materials are one part of an instructional program, we assess this mandate by examining the effectiveness of ELD materials in Texas, a large, diverse U.S. state with large numbers of emergent bilingual (EB) students. Using local linear matching, we find robust evidence that schools that do not purchase any ELD curricula have significantly lower English language proficiency scores relative to schools that purchase state-adopted ELD materials. In contrast, there is no significant difference between schools that adopt the two most popular ELD curricula in the state. This study suggests that curriculum materials matter for EBs’ English proficiency and implies that states should take a more active role in ensuring students have access to these materials.

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Stockton, Richard J. "Recultured language in Indonesian English Language Teaching." Indonesian JELT: Indonesian Journal of English Language Teaching 13, no. 2 (October 31, 2018): 131–53. http://dx.doi.org/10.25170/ijelt.v13i2.1454.

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While historically language and culture had been seen as separable, since Whorfianism they have commonly been viewed as intertwined. Today however, opposing political ideologies surprisingly work together to dissociate English language in ELT in Indonesia from its cultural background. They are the influence of globalist critical theory/political correctness which seeks not to oppressively impose Westernization, and the rise of nationalism, with its traditionalist education reemphasizing religion and the nation and disidentifying with Western values, fearing them a threat to local ones. The trend can be seen in the 2013 curriculum with its character-based curriculum, Indonesian teaching practice, and use of locally produced materials. Assessment using Purnell’s cultural competence model of widely used locally produced textbooks, Scaffolding (2008), Bright (2014), and Bahasa Inggris (2014), shows English in Indonesian ELT being stripped of liberal Anglo-American Western culture and values and recultured with Indonesian. The varieties of Englishes coming out of the process, Indonesian English and Islamic English, are not threatening to local language and culture as some have feared English is. Recultured English seems to put ELT at the service of nationalism, something English teaching may be caught off guard by. TESOL may prepare by becoming aware of traditionalist approaches to education.

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Houston, Claire. "English language development across the curriculum." Australian Review of Applied Linguistics 10, no. 1 (January 1, 1987): 20–39. http://dx.doi.org/10.1075/aral.10.1.02hou.

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Abstract The article provides information about the English Language Development Across the Curriculum (ELDAC) Project. The ELDAC Project was initiated to develop whole-school responsibility for the English language needs of students of non-English speaking background. The aim was to integrate appropriate language support for NESB learners within all subject areas. The project emphasizes the crucial role that language plays in learning; the relationship between meaning and form; and the need to focus on language development as an integral part of all subjects. The approach is based on a view of language which provides the theoretical framework for the analysis of language demands of high school subjects. A basic tenet of the approach is that the identification of language demands associated with teaching and learning objectives is an essential part of lesson and unit planning and should be reflected in the presentation of content, learning activities, preparation for writing tasks and assessment. Work done by teachers as a result of the project has not only provided necessary support for learning for NESB students but has also resulted in a significant enhancement of the language and learning abilities of many native-speaking students.

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Palacio, Marcela, Sandra Gaviria, and James Dean Brown. "Aligning English Language Testing With Curriculum." PROFILE Issues in Teachers' Professional Development 18, no. 2 (July 6, 2016): 63. http://dx.doi.org/10.15446/profile.v18n2.53302.

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<p>Frustrations with traditional testing led a group of teachers at the English for adults program at Universidad EAFIT (Colombia) to design tests aligned with the institutional teaching philosophy and classroom practices. This article reports on a study of an item-by-item evaluation of a series of English exams for validity and reliability in an effort to guarantee the quality of the process of test design. The study included descriptive statistics, item analysis, correlational analyses, reliability estimates, and validity analyses. The results show that the new tests are an excellent addition to the program and an improvement over traditional tests. Implications are discussed and recommendations given for the development of any institutional testing program.</p>

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Carter, Ronald. "Proper English: Language, Culture and Curriculum." English in Education 27, no. 3 (September 1993): 3–14. http://dx.doi.org/10.1111/j.1754-8845.1993.tb01105.x.

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Asquith, Steven, Phoebe Lyon, and Kathryn Jurns. "Taking an English Language Curriculum Online." JALTCALL Publications PCP2020, no. 1 (February 15, 2021): 19. http://dx.doi.org/10.37546/jaltsig.call2020.2.

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Whilst online courses have become ever more prevalent in the educational field in recent decades, their efficacy is still debated, especially with respect to language communication classes, which traditionally entail human interactions. Although there has been previous, limited research conducted into online learning options at the same tertiary institution (Mynard & Murphy, 2012), online courses were still far from ubiquitous in the Japanese landscape of tertiary language education curricula at the time of this study. However, adoption of online courses would allow for the expansion of current programs, enabling non-traditional students access to equal education opportunities as well as offer institutions a practical alternative to having to cancel lessons owing to unforeseen circumstances. This study investigates whether online lessons of the core curriculum classes offered at a language-focused Japanese university context, and which were based upon the regular in-class course content, offer comparable value to the regular classroom-based lessons in terms of students’ perceptions of the delivery, structure and usefulness of the lesson. By providing practical descriptions of how the traditional classroom lessons were adapted and delivered online, as well as quantitative feedback comparing the students' perceptions of the online versus classroom lessons, the paper will highlight the challenges of creating online course content, considering both instructors' and students’ viewpoints.

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Ajibade, Yetunde Adedoyin, Emmanuel Olajide Awopetu, Cecilia Omobola Odejobi, and Hannah Olubunmi Ajayi. "Assessment of the Language Arts Curricula in the Nigerian Basic Education Program." Journal of Education 200, no. 2 (October 10, 2019): 97–103. http://dx.doi.org/10.1177/0022057419875128.

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Overload of the Basic Education curriculum in Nigeria led to the reduction from earlier 11 subjects to seven for Lower Basic, eight for Middle Basic, and nine for Upper Basic. Languages may not be exempt as it may affect performance adversely. For this study, the two national languages (English language and French) as well as Yoruba (the language of the Southwestern States) were examined. The curricula content of the three compulsory languages was examined based on (except for Yoruba) globally accepted objectives of language learning. Content analysis showed curriculum overload of different dimensions at the levels of the three languages.

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Bulan, Arif, Maman Suryaman, and Mardiah Mardiah. "The Process of English Language Teaching in the 2013 Curriculum." VELES Voices of English Language Education Society 4, no. 1 (April 25, 2020): 85–93. http://dx.doi.org/10.29408/veles.v4i1.2007.

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Yadira, Cardenas Moyano Maria, Campana Dias Diana Carolina, Campana Dias Diana Carolina, Guadalupe Bravo Luis Oswaldo, Guadalupe Bravo Luis Oswaldo, Bravo Montenegro Marco Antonio, and Bravo Montenegro Marco Antonio. "Curriculum Effects On University Students’ English Language Achievement." European Scientific Journal, ESJ 14, no. 32 (November 30, 2018): 59. http://dx.doi.org/10.19044/esj.2018.v14n32p59.

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The objective of this research is to identify, analyze and determine the curricular effects in the linguistic achievement to implement a curricular redesign and improve the English language teaching-learning to students and teachers of the Escuela Superior Politécnica of Chimborazo Language Center. The research used the communicative method, using several comprehensive techniques based on language skills: listening, speaking, reading and writing. It was considered the critical-proactive paradigm to look for solutions in an environment of description and understanding of the educational, social and cultural process. Surveys were applied to measure the learning achievement of the language, as an independent variable, applied to one hundred and fifty students and the curricular effect as a dependent variable directed to fifty five teachers of the Language Center, as well as, interviews to four directors of the Language Center. At the level of the students, it was concluded that the level of English is still basic, therefore, a new instrument is needed that proposes: methodology, techniques and updated contents to reach a competitive level. Most teachers indicate that the curriculum established by the Center must be updated in order to make better teaching possible.

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Carnochan, W. B. "The English Curriculum: Past and Present." PMLA/Publications of the Modern Language Association of America 115, no. 7 (December 2000): 1958–60. http://dx.doi.org/10.2307/463615.

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The story of the english curriculum in the united States during the twentieth century is broadly familiar. Philology, central in 1900 at least at the graduate level, has lost its dominance and now occupies a marginal position—even though organizations and journals with anachronistic names and titles still preserve the memory of a time when philology ruled. Courses in the history of the English language have been dropped as requirements or have vanished entirely. The requirement that students in undergraduate and graduate programs know languages, both ancient and modern, other than English has eroded. Germanic philology now seems little more than a fossilized remnant for the occasional, intrepid specialist. Even Anglo-Saxon has been pushed to the edges.

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Alghazo, Sharif. "The role of curriculum design and teaching materials in pronunciation learning." Research in Language 13, no. 3 (September 30, 2015): 316–33. http://dx.doi.org/10.1515/rela-2015-0028.

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This paper aims to provide insights into the role of curriculum design and teaching materials in the development of English pronunciation skills in EFL contexts. One of the main contextual factors negatively affecting the development of pronunciation abilities of EFL learners relates to the ‘often-unchanging’ curriculum design and the ‘blind’ choice of teaching materials without regard to students’ needs and goals. This study utilises structured interviews and focus group discussions (N=2 sessions) to elicit the views of a group (N=71) of third- and fourth-year English-major students at a university college in Saudi Arabia on the appropriateness of the curriculum design and teaching materials to their learning expectations in the area of English pronunciation. The results show that the great majority of students spoke unfavourably about the overall curriculum and teaching materials and considered those to be among the obstacles that they encounter in their learning of English pronunciation. This finding raises the question of curriculum design of English language teaching programs and the extent to which these curricula meet the needs of learners. The study suggests that a reformation of the structure of the curriculum in the study context is urgently needed and that more involvement of students’ perspectives on the design of curricula is of major importance.

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Applebee, Arthur N. "Rethinking Curriculum in the English Language Arts." English Journal 86, no. 5 (September 1997): 25. http://dx.doi.org/10.2307/820439.

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KAYA, Suat, and Ahmet OK. "English teachers’ perceptions of the middle school English language curriculum." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 10, no. 1 (June 8, 2020): 119–48. http://dx.doi.org/10.31704/ijocis.2020.005.

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In this study, which utilized survey as the research design, it was aimed to find out the teachers’ perceptions of the middle school English language curriculum which was developed in 2012 and revised in 2016. Target population of this study included all teachers working in Turkish public middle schools in Ankara, while the sample was composed of 349 teachers selected through clustered sampling method. A questionnaire developed by the researchers was used as data collection instrument. Findings revealed that many problems with respect to the components of the curriculum developed in 2012 have been solved, while only a few but most crucial problems still exist. It was concluded that this curriculum cannot develop students’ autonomy, communicative competence, and their writing, listening, and speaking skills. More research was suggested to be conducted to find out whether this failure resulted from the design itself or implementation process.

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Nguyen, Anh Thi Tuyet, Christine Cunningham, and Annamaria Paolino. "An Investigation into Chinese Influence on the Current Curriculum of Bachelor of Business English Degrees at Vietnamese Universities." Theory and Practice in Language Studies 10, no. 10 (October 1, 2020): 1179. http://dx.doi.org/10.17507/tpls.1010.01.

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In education across the world the curriculum plays a very important part, as it guides student learning and helps to realise what the teacher has planned. A lot of research has been conducted on curricula; however, few studies have investigated the Bachelor of Business English (BBE) curriculum and even less focusing on Vietnamese universities. This project aimed to investigate the present curricula of BBE at Vietnamese universities to gain important understandings about the purposes of the curriculum of BBE. The project adopted an interpretivist, qualitative approach using document analysis to investigate BBE curricula. Information about the present curricula was collected from the official websites of Vietnamese universities and was analysed using thematic coding. The findings revealed that the present curricula of BBE, which is a national curriculum framework, is influenced by the curriculum theories of Bobbit (1918) and Tyler (1949). In addition, the results show the components of the BBE curriculum has been influenced by a Chinese influenced BBE framework. And yet, interestingly, today there is a focus on English language competence, rather than Chinese or Russian language competence. Nevertheless, the key findings reveal some concerns with the present BBE curriculum in Vietnam.

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Ekiaka Nzai, Valentin, Patricia Gómez,, Concepción Reyna, and Kang-Fan Jen. "Non-native english speaking elementary ell teachers’ culturally responsive leadership profile in an ESL context." Colombian Applied Linguistics Journal 14, no. 2 (December 20, 2012): 88. http://dx.doi.org/10.14483/udistrital.jour.calj.2012.2.a06.

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Culturally responsive instruction has been suggested as quality education (Edwards, 2003) for minority students in subtractive and additivebilingualism settings. However, analytical curriculum development of several official English programs revealed that the gender-centric (malecentric)and Ethno-centric (Euro/Western-centric) approaches were deeply embedded in most English textbooks of curriculum development.The intent of partial mixed methods paper consisted of exploring some non-native English speaking teachers English teachers’ culturallyresponsive leadership profile in order to further the discussion on not only how to promote English curriculum transformation in English assecond language (ESL) and English as foreign language (EFL) settings, but also to effectively train culturally responsive non-native Englishspeaking (NNES) English pre-service teachers. Comparative data analysis suggested that there were no causal relationship between NNESEnglish teachers’ culturally responsive leadership styles and their abilities to perform multicultural transformation of English curriculums. To behighly effective in transforming English curriculum, NNES English teachers needed to be systematically trained on how to do so. Implicationsfor NNES English pre-service teacher education are framed from the culturally responsive and anti-oppressive education approaches.

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Xu, Zhichang. "Exploring English as an International Language – Curriculum, Materials and Pedagogical Strategies." RELC Journal 49, no. 1 (January 31, 2018): 102–18. http://dx.doi.org/10.1177/0033688217753848.

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The English language has been going through a dual process of globalization and nativization. The globalization of English renders the language into a global lingua franca and an international language, whereas the nativization of English diversifies it into varieties of English, namely, World Englishes. Such ‘glocalization’ of English has realistic implications for teaching English as an International Language (TEIL). English as an International Language (EIL) is more than a ‘language’ per se. It has increasingly been conceptualized as a framework or a paradigm, developed alongside the glocalization of English, and it is a multicultural way of thinking, doing and being. EIL recognizes English variation and varieties, and it is time to introduce EIL awareness, literacy, and competence into tertiary education. This article unpacks the assumptions and definitions of EIL, and explores the pedagogical implications of teaching EIL at a tertiary institution in Australia. In particular, this article reviews and examines an EIL unit titled ‘Exploring English as an International Language’ in terms of its curriculum, materials, and pedagogical strategies. It can be argued that TEIL is not only realistic, but also essential for university students who engage in communication in a variety of international contexts in today’s globalized world.

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Bani Amer, Mohammad Ahmad, and Majid Mohammad Al-Khataybeh. "THE ACHIEVEMENT OF ENGLISH LANGUAGE CURRICULA FOR SECONDARY STAGE FROM THE PERSPECTIVES OF EFL TEACHERS AND SUPERVISORS IN JORDANTHE ACHIEVEMENT OF ENGLISH LANGUAGE CURRICULA FOR SECONDARY STAGE FROM THE PERSPECTIVES OF EFL TEACHERS AND SUPERVISORS IN JORDAN." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 5, no. 1 (June 27, 2021): 36–47. http://dx.doi.org/10.30743/ll.v5i1.3643.

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This study aims to investigate whether or not the goals of English language curricula for secondary stage have been achieved from the perspectives of EFL teachers and supervisors in Jordan. The participants were 101 EFL teachers and 8 supervisors in Al_Karak educational directorates of Education during the first semester 2020/2021. The researchers designed a questionnaire consisting of fifty-nine items in four areas: listening, speaking, reading and writing skills, used to collect the data for this study. The findings of this study showed that English language teachers and supervisors were mostly satisfied with the goals of English language curriculum for secondary stage. The means for all the areas according to English language teachers was 3.31 while the means for all the areas according to English language supervisors was 3.27. This implies that English language teachers and supervisors were satisfied with the goals of English language curriculum for secondary stage.

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Alford, Jennifer, and Alice Windeyer. "Responding to national curriculum goals for English language learners." Journal of Immersion and Content-Based Language Education 2, no. 1 (March 7, 2014): 74–95. http://dx.doi.org/10.1075/jicb.2.1.04alf.

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The official need for content teachers to teach the language features of their fields has never been greater in Australia than now. In 2012, the recently formed national curriculum board announced that all teachers are responsible for the English language development of students whose first language or dialect is not Standard Australian English (SAE). This formal endorsement is an important juncture regarding the way expertise might be developed, perceived and exchanged between content and language teachers through collaboration, in order for the goals of English language learners in content areas to be realised. To that end, we conducted an action research project to explore and extend the reading strategies pedagogy of one English language teacher who teaches English language learners in a parallel junior high school Geography program. Such pedagogy will be valuable for all teachers as they seek to contribute to English language development goals as outlined in national curricula.

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Spernes, Kari Iren, and Rose Ruto-Korir. "Medium of instruction in school: The indigenous language, the national language or the official language? A case study from multilingual deep rural Kenya." Journal of African Languages and Linguistics 39, no. 1 (May 25, 2018): 41–64. http://dx.doi.org/10.1515/jall-2018-0002.

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Abstract The connection between multilingualism and the school curriculum continues to engender debates on language preferences because of the potential to influence the amount of learning among learners. To understand language preferences among multilingual learners and their implications for the selection of the medium of instruction (MoI) in a multilingual country, data were collected through questionnaires and interviews among learners, teachers and head teachers in deep, rural Kenyan primary schools. These schools are located away from urban centres, with little or no basic infrastructure, hence the concept of “deep ruralness”. The participants were purposively sampled from among learners, teachers and head teachers to examine how learners’ affiliations with multilingualism could explain the preferred MoI, and the ways through which schools implement the use of an MoI in the curriculum. The findings show that Kiswahili and English were used as the MoI, even when the curriculum recommended indigenous languages and English. Moreover, learners’ multilingual affiliations and their spontaneous languages were their indigenous languages and Kiswahili. Based on these findings, we claim that the indigenous language, Kiswahili and English should be used as the languages of instruction in Kenyan schools.

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Kiely, Richard. "University English: Issues and directions for curriculum development." Global Journal of Foreign Language Teaching 5, no. 1 (November 17, 2015): 01. http://dx.doi.org/10.18844/gjflt.v5i0.36.

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This paper examines University English as a TESOL curriculum context. It outlines three approaches to university English: English as L1, where the focus is primarily on linguistics and literature; English as L2, where there is an advanced language learning component as well as a focus on linguistics and literature; and English for non-English majors, where the focus is on functional language use skills. The paper is in three sections: the first section takes stock of recent developments in the university sector with particular attention to English as a feature of the globalisation of higher education. The second section sets out a typology for English Major programmes, using a curriculum benchmark framework for the study of English on the one hand, and the study of languages on the other. The third section presents a case study of curriculum development in a public university in Bangladesh, showing how the three types of university English establish a baseline for understanding the curriculum and developing strategies to improve it. The ways in which the University English curriculum might be developed and researched further are discussed at the end of the paper. Keywords: English, curriculum, TESOL, L2.

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Habiburrahim, Habiburrahim. "Developing an English Education Department Curriculum." Jurnal Ilmiah Peuradeun 5, no. 1 (January 28, 2017): 1. http://dx.doi.org/10.26811/peuradeun.v5i1.114.

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Curriculum is the heart of teaching and learning program. Through a curriculum, teachers formulate the designated learning objectives and their outcomes and transform all those formulated goals to students. This paper has an attempt to elaborate significant information and models on curriculum that could be developed at the English Education Department (PBI – Pendidikan Bahasa Inggris) of Ar-Raniry State Islamic University (UIN Ar-Raniry) Darussalam, Banda Aceh as an Islamic higher education institution. The paper reviews various literatures on language learning curriculum, teaching English as a foreign language curriculum, and professional learning curriculum. The paper also analyses the 2016/2017 UIN Ar-Raniry manual/handbook, and the 2015 annual report of the PBI department curriculum monitoring and evaluation (Monev). The findings elucidate that the PBI department curriculum has met a standardized curriculum quality. Yet, some weaknesses that could decelerate the language acquisition process are still found in such the PBI department curriculum.

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Aprianto, Dedi. "NEED ANALYSIS IN ENGLISH LANGUAGE LEARNING (ELL) CURRICULUM DEVELOPMENTS." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 3, no. 2 (February 28, 2020): 58. http://dx.doi.org/10.33394/jo-elt.v3i2.2431.

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Lately, the arguable consensus of curriculum has many of cavities, the experts, academicians, and stake-holders, take position, in purpose of settling the curriculum problems. The globalizing aspects of life must have had the curriculum makers do the revisions as well as developments toward the present curriculum. Developing curriculum should be setting out needs of students hence it must be related to the contexts. So, competitiveness as the keystone to develop the students’ needs. The development of the language learning curriculum should be paid attention in terms of constructed curriculum design having based on the theoretically-constituted frameworks. In the context of curriculum development, the basic assumption which should be considered in the educational programs, that is, the analysis of students’ needs. Need analysis as part of system approach to curriculum developments in the scope of educational programs. This procedure let most of linguists to employ needs analysis as the basis to language learning curriculum. The usage of such procedure is underlain upon the learners’ needs toward competitive world. In addition, the development and implementation of English Language Learning programs must be approached to the three aspects of English learning programs. These have different implications to the curriculum development, that is, each of them differs in relation to the input, process, and output. Thus, the general part of English language program curriculum design can be divided to forward design; concerning to the syllabus design, center design; the methodology of learning , and backward design; the assessment is based on the learners’ outcomes. In turn, the three designs of language learning program must be in accordance with philosophical purposes of curriculum.

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M.Amin, Momen Yaseen. "English Language Teaching Methods and Reforms in English Curriculum in Iraq; an Overview." Journal of University of Human Development 3, no. 3 (August 31, 2017): 578. http://dx.doi.org/10.21928/juhd.v3n3y2017.pp578-583.

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Language teaching curriculum and teaching methods is a complex process. This process needs the utility of a number of linguistic, psychological, sociological, pedagogical, and political disciplines. Also, a curriculum-designer has to answer the need of the theory. It also needs cooperative efforts in which experienced English language teachers move together with specialists in the subject-matter. (Corder, 1973:13) This paper aims to shed light on the history of English curriculum in Iraq and on the phases of reform it has witnessed. English language teaching methods (traditional and recent) in this country will be discussed as well.

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Goldstein, Tara. "'We are all sisters, so we don't have to be polite": Language choice and English language training in the multicultural workplace." TESL Canada Journal 11, no. 2 (June 26, 1994): 30. http://dx.doi.org/10.18806/tesl.v11i2.632.

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English as a Second Language (ESL) curriculum for immigrant workers often centers around the need to learn English to carry out work tasks and assume greater responsibility at work. However, not all immigrant workers need to learn English to perform everyday work tasks. Furthermore, the ability to speak English is not necessarily linked to getting ahead at work. This paper looks at the reasons why English may be associated with costs rather than benefits for some immigrant workers and examines the question of what kind of curriculum might be useful to immigrants living and working in languages other than English.

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Althobaiti, Hamoud. "The Significance of Learning English in Saudi Arabia." Journal of Critical Studies in Language and Literature 1, no. 3 (August 18, 2020): 20–24. http://dx.doi.org/10.46809/jcsll.v1i3.25.

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English as an international language is the main means of communication worldwide. Many people strive to learn English language greatly, and this has contributed to the customization of international special curricula in English language. In Saudi Arabia, learning English is becoming highly important; as it has been introduced into the Saudi Secondary School classroom and curriculum from grade seven. This paper aims to outline the significance of developing English language learning for Saudi Arabia’s students and government.

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Sayer, Peter. "The hidden curriculum of work in English language education." AILA Review 32 (December 31, 2019): 36–63. http://dx.doi.org/10.1075/aila.00020.say.

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Abstract There has been a rapid global expansion of English instruction in the early grades in public school curricula. Particularly in so-called developing countries, the increase of and its shift from exclusively private to public education is linked to the idea that acquiring English promotes personal, social, and economic development. The author takes one case of a recent early English program, the national program in Mexico, and argues that it is a representative case of a language education programme and policy organized around neoliberal principles. The policy’s stated goal is to address issues of access and equity for public school students; however, findings indicate that the actual processes of teaching and learning at the classroom level remain highly stratified across social class lines. An analysis of English lessons in schools at different points on the socioeconomic spectrum illustrates that instruction is preparing children with certain types of skills and dispositions congruent to their class position and revealing the hidden curriculum of work in early English education.

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UCHE L, IGBOKWE,, and EGBE, CAJETAN I. "Integrating Peace Education into The English Language Curriculum for Nigerian Secondary Schools." International Journal of Scientific Research 3, no. 3 (June 1, 2012): 392–96. http://dx.doi.org/10.15373/22778179/march2014/157.

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Barnett, Harriet, and Sarah Hudelson. "English as a Second Language: Curriculum Resource Handbook." Modern Language Journal 78, no. 3 (1994): 394. http://dx.doi.org/10.2307/330128.

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Mohammadzadeh, Behbood. "Incorporating multicultural literature in English language teaching curriculum." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 23–27. http://dx.doi.org/10.1016/j.sbspro.2009.01.008.

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MATSUDA, AYA, and PATRICIA FRIEDRICH. "English as an international language: A curriculum blueprint." World Englishes 30, no. 3 (August 18, 2011): 332–44. http://dx.doi.org/10.1111/j.1467-971x.2011.01717.x.

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Moi, Ng Seok. "Changing the English language curriculum in Brunei Darussalam." International Journal of Educational Development 14, no. 4 (October 1994): 361–70. http://dx.doi.org/10.1016/0738-0593(94)90048-5.

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Clark, Urszula. "What is English for? Language Structure and the Curriculum for English." Changing English 18, no. 3 (September 2011): 287–96. http://dx.doi.org/10.1080/1358684x.2011.602836.

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Rion, Nicholas, Karwan Kakabra Kakamad, and Abdulfatah Hasan Fatah. "A Case for A Dogme "Lite" EFL Teaching Approach in Kurdistan." Information Management and Business Review 10, no. 1 (April 10, 2018): 47–55. http://dx.doi.org/10.22610/imbr.v10i1.2147.

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This critical review looks at the present state of ESL/EFL activities in the Kurdistan region of Iraq, with particular attention to the English speaking abilities of students enrolled in English Medium Instruction (EMI) courses in the region's 13 universities, and calls for the consideration of "Dogme" types of communicative language curricula. The critique, based in large part of a recent survey by the British Council, clearly shows that most college freshmen entering EMI classrooms are not adequately prepared to meet the challenges and rigor of studying in the English language. As a consequence, the paper offers a background about the theories and ideas of an alternative communicative language pedagogy known as Dogme. The critique reviews the ideas of Dogme founder Scott Thornbury and provides both a rationale and four-point plan about how a "Dogme Lite" type of curriculum may be introduced into the present English language curriculums used in public schools in the region.

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Sari, Suci Noer Wulan, and Niken Anastasia Kusuma Wardani. "An Analysis of Indonesia’s 2013 EFL Curriculum and Turkey’s National English Language Curriculum for Secondary Schools." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 3, no. 1 (August 2, 2018): 23. http://dx.doi.org/10.21093/ijeltal.v3i1.113.

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Indonesia and Turkey have experienced educational reforms for decades, for instance in constructing EFL curriculum. Educational reforms could be done to address a certain problem encountered by a nation and to better the quality of education. Therefore, there emerged a need to analyse the EFL curricula designed for secondary schools in both countries to identify the commonalities and differences considered for a better improvement in education quality. Thus, the present study was aimed at analysing Indonesia’s 2013 EFL Curriculum and Turkey’s National English language Curriculum for secondary schools: the rationale, aims and organization (instructional design, instructional materials, and assessment). The study employed a qualitative descriptive design using document analysis to analyse some curricula documents. The findings revealed the commonalities lie in learner-centeredness view and the main goal of EFL curriculum. However, the differences lie in the instructional design, materials, and assessment. Given that Indonesia may adopt technology-enhanced assessment for a better assessment. It is suggested for further studies to employ interviews and surveys with teachers and students to gain more data.

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Goodin, George. "Competence and Curriculum in English." College English 47, no. 1 (January 1985): 30. http://dx.doi.org/10.2307/377351.

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Kaya, Suat, and Ahmet Ok. "The second grade English language curriculum: Theory-practice congruence." Pegem Eğitim ve Öğretim Dergisi 6, no. 4 (November 14, 2016): 491–512. http://dx.doi.org/10.14527/pegegog.2016.024.

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This study aims to provide a deep understanding about English Language Education Program to English teachers, students, curriculum designers and decision makers in Turkey. Recently, the Turkish educational system has gone through a transition from the 8+4 educational model to the new 4+4+4 model, which has led to an immediate need for the redesign of current English Language curriculum. Regarding English language education, in particular, this new system mandated that English instruction should be implemented from the 2nd grade onward. In line with this, the purpose of this study is to conduct a survey research to find out whether the new program has been implemented as planned in terms of materials, activities, and teachers' expected roles using process part of Stufflebeam's CIPP evaluation model. A questionnaire including the standards of the curriculum has been administered to a group of teachers who have been teaching English at the primary schools. Through cluster sampling method, 62 teachers have been selected as the sample. The data have been analyzed through descriptive statistics. The findings revealed that some of the teachers' roles were not congruent with standards of the curriculum, audio-visual materials were not utilized adequately and communicative activities were not applied in accordance with curriculum standards.

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Bin Ashfar Ahmad, Muhammad Azhar Khan, Azlina Abdul Aziz, and Melor Md Yunus. "Teachers’ Role in Teaching Speaking Against the Incongruencies between Curriculum and Curriculum Implementation." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 5 (May 10, 2021): 165–76. http://dx.doi.org/10.47405/mjssh.v6i5.786.

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The English language has long been regarded as an important tool in creating a marketable human capital. To be involved with the current, highly competitive economy, a developing country needs to produce a generation of marketable human capital. This is of the utmost importance in achieving economic prosperity. Hence for developing countries like Malaysia, which regarded English as a second language, English is taught in school as a second language. However, the English Proficiency level of the new generation in Malaysia is dwindling and this affected the production of good human capital. Weaknesses that lead to the decline are both systemic and in its implementation as there exist lack of cohesiveness with the curriculum, the implementation and finally with the assessment. In the middle of this are teachers and their struggle in producing students who can use English communicatively. This paper aims to discuss the decline of speaking skills as a result of incongruencies of the curriculum and its implementation and teachers’ role in creating marketable human capitals amidst the existence of these incongruencies.

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Sabrina, Arini. "The Implementation of Communicative Language Teaching in English Practice." NOTION: Journal of Linguistics, Literature, and Culture 2, no. 1 (May 7, 2020): 17. http://dx.doi.org/10.12928/notion.v2i1.1750.

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2013 Curriculum now has been implemented so widely in Indonesia, especially in English teaching and learning process. It delineates some focal points like student-centred active learning and contextual teaching which hopefully brings the students to learn more effectively. Furthermore, there is an apparent unanimity that the curriculum may lead the meaningfulness of learning. In relation to English teaching approach, Communicative Language Teaching (CLT) is likened to the latest curriculum. CLT emphasises on the context and authenticity. Thus, this approach should go along with 2013 Curriculum. This study aims at finding out the implementation of CLT in line with the curriculum, since many previous studies alert some problems happening while CLT is applied not in ESL as its birthplace, yet in EFL context. In fact, Indonesia perceives English as foreign language. But, there are still few studies related to this approach. After observation and document tracking are conducted, it is concluded that Scientific Approach and Communicative Language Teaching Approach are able to blend to create more effective communicative learning.

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Jie, LIN, and Chili Li. "Characterizing English Language Literacy among Famous English Language Educators in China." Arab World English Journal 12, no. 1 (March 15, 2021): 229–38. http://dx.doi.org/10.24093/awej/vol12no1.16.

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The present study explores the features of English language literacy among 12 famous English language educators since the opening-up policy in China, using the narrative research approach. The purpose of this paper is to examine the characteristics of English language literacy among some famous educators in China and the influencing factors in the process of their formations of English language literacy through the analysis of the narrative texts of some foreign language educators. The findings showed that English language literacy among these famous educators is fundamental, developmental, and comprehensive. In addition, it has been found that the formation of their English language literacy is related to social, teacher, and personal factors. This study will be insightful for the cultivation of English language literacy in curriculum reform, teaching practice, and evaluation. Moreover, it will be helpful for the construction of cultivating talents based on the English language literacy, the consummation of the research of English language literacy, and the profound fusion of the talent cultivation.

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Haskin, Dayton. "Shakespeare, Milton, and the Humanities at mit in Its Foundational Period." Explorations in Renaissance Culture 43, no. 1 (May 30, 2017): 1–29. http://dx.doi.org/10.1163/23526963-04301001.

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The Massachusetts Institute of Technology’s foundational decision not to teach Latin and Greek opened a vast curricular space for the specialized study of scientific and technological subjects and also for what are now called humanities and social sciences. A printed document headed “English, 1868–69” sets forth mit’s plan for a required four-year curriculum in which the professor of English would lecture on a wide range of subjects in the vernacular, from political economy and law, to history and philosophy, to language and literature. This essay traces the effects of a residual hostility against the “dead languages” that informed the teaching of classic English literature, which evinces a steady diminishment of the place of the humanities over time. Climactically, the essay explores a countervailing English examination given by a junior instructor that shows how the scientific and humanities curricula might have been made to work in concert.

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Neshkovska, Silvana. "The Anti-language in the English as a Foreign Language Curriculum." Respectus Philologicus, no. 37(42) (April 20, 2020): 47–61. http://dx.doi.org/10.15388/respectus.2020.37.42.38.

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The aim of this paper is to raise awareness of the significance of slang in educating well-rounded EFL learners. The study, first, uncovers the most salient features of slang, distinguishing it from jargon, argot, cant, etc. It also discusses the reasons why slang springs to life; the users of slang and functions it performs, as well as the word-formation processes employed in its creation.The paper further investigates the familiarity of Macedonian undergraduate students of English with currently relevant English and American slang, the main hypothesis being that they lack knowledge of slang due to insufficient exposure and instruction. The instruments used are a questionnaire and a quiz comprising 60 slang terms, intended to inspect informants’ knowledge of slang.The results obtained from this research confirm that slang is disregarded in EFL acquisition, and that no steady progress is made in the students’ knowledge of slang in the course of their university studies.

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Paterson, Laura Louise. "Grammar and the English National Curriculum." Language and Education 24, no. 6 (October 18, 2010): 473–84. http://dx.doi.org/10.1080/09500782.2010.495782.

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Puspitasari, Ema, Bambang Widi Pratolo, and Aulia Mufida Izzatul Mahfiana. "Teacher’s Belief about the Implementation of Curriculum 2013 in English Language." Ethical Lingua: Journal of Language Teaching and Literature 7, no. 1 (April 13, 2020): 101–11. http://dx.doi.org/10.30605/25409190.171.

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This research was conducted to investigate teacher`s belief about the implementation of curriculum 2013 in English language teaching. The research method used in this research is descriptive qualitative involving four teachers of junior high schools as the subjects. The data were collected using open-ended interview as the instrument. The result of this research showed that there were many kinds of activities which were mostly done by all participants; (1) teachers’ beliefs about curriculum 2013 understanding, (2) teachers’ beliefs about reaction of the learners, and (3) teachers’ beliefs about assessment in curriculum 2013. The teachers believed that curriculum changes brought positive, innovative, and creative impacts on English for future education. Besides, changes in the current curriculum also give influence on the way teachers and students understand English learning from previously traditionally based learning to modern pedagogical dimension. Therefore, it can be concluded that teachers` belief about curriculum 2013 has an impact on its implementation in English language teaching.

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Mas'ud, Bulqia. "Language Curriculum in America and Indonesia: A Comparative Analysis for Improvement of Indonesian Character Education Practice." ELS Journal on Interdisciplinary Studies in Humanities 4, no. 2 (June 23, 2021): 197–203. http://dx.doi.org/10.34050/elsjish.v4i2.14008.

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This article explores the U.S. English Language Arts Curriculum and Indonesian Language and Literature Curriculum. A comparative analysis is drawn to investigate ideological, cultural, and political economy factors that influence the development of both curricula. In addition, the educational purposes and philosophies that support both curricula are also exposed. Specifically, the discussion of the unstated purposes of the curricula shows an interesting finding. Language and literature curriculum of both countries highlight the importance of citizenship and character education and are integrated in the teaching of the curricula. However, the US language curriculum places a premium on fostering American identity, with an emphasis on increasing learning for professional workforce and career-ready individuals, which will benefit the global economy in the future. Meanwhile, Indonesian language curriculum gives priority to moral and religious instruction. The language and literature teaching are integrated in nation’s character building. After analyzing, comparing, and contrasting both curricula, the author found that America successfully instills character education to shape the worldview and characters of its citizens extracted from their clear ideology, while Indonesia is somewhat inexplicable and vague. Therefore, this article shows room for improvement for educators and educational leaders in Indonesia to be clearer in defining which character is best exposed in the curriculum.

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He, Chunyan, and Fei Han. "A Study of EFL Curriculum of China’s Science and Technology Institutes under Graded Teaching Model." English Language Teaching 11, no. 2 (January 7, 2018): 44. http://dx.doi.org/10.5539/elt.v11n2p44.

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Recent years, most universities and colleges have been reforming the English as a foreign language (EFL) curriculum system in China. Some reformed EFL curriculum into English for Specific Purposes (ESP) courses, for instance, while some conducted a graded teaching model in EFL teaching. However, the effect of this reform was not so good, especially at science and technology institutes. Therefore, in view of different opinions to classification of foreign language teaching, the classification scheme of English teaching was improved and rebuilt at first, based on the analysis of the learners’ feedback from the perspective of learner’s needs on the current EFL curriculum system of China’s science and technology institutes under graded teaching model. And then a new EFL curriculum system of China’s science and technology institutes under graded teaching model was designed based on learning-centered approach to course and curriculum design to promote the development of EFL teaching and China’s ESP courses and accordingly meet nation’s needs for cultivating international and integrated high-quality talents of foreign languages.

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Samra Bashir, Dr. Muhammad Amin, and Humera Amin. "Tracing the Standards of Peace Education: Reflections from English language Curriculum." sjesr 3, no. 2 (July 11, 2020): 360–69. http://dx.doi.org/10.36902/sjesr-vol3-iss2-2020(360-369).

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Contemporary world, is facing serious issues of peace e.g. social injustice, gender discrimination and violation of human rights, narrow-mindedness towards other’s cultures, religious conflicts, suppressing the women, inhumane handling of minorities and lake of interest in environmental sustainability. Consistency in this situation arises the need to address these issues through education to move forward towards peace and stability. This research analyzed the curriculum and textbooks of English of Punjab Textbook Board to determine whether this curriculum impending the standards of peace education or not. This qualitative study followed the curriculum analysis framework suggested by Levander & Mikkola, in 2009. The analysis of English language curriculum was conducted in two stages. First stage that is called Concept Map Framework (CFM) was performed to enlist features of peace education found in the objectives and textbooks of English curriculum. The second stage of analysis; Dimensional Description Framework (DDF) was conducted to determine the depth or quality of description that was enlisted at first stage. The findings of the study highlights that the objectives of curriculum of English give sufficient coverage to the features of peace. Text books of English for elementary grades elaborates some features of peace education i.e. “love for humanity, tolerance, brotherhood, human values, justice, gender equality”. The depth or quality of description remained brief for most of features of peace education. This situation is not presenting a satisfactory picture of existence of features of peace education in the textbooks of English language. Curriculum of English language needs to incorporate all features of peace education in balance form at all grades of elementary.

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Khalid, Adeel. "Nursing English in Pakistan: Instructors’ Perceptions of Language Curriculum." Journal of NELTA 21, no. 1-2 (December 1, 2016): 1–10. http://dx.doi.org/10.3126/nelta.v21i1-2.20195.

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Nursing English in Pakistan is an important domain that comes under the ambit of ESP ‘English for Specific Purposes’. English cogitates as a lingua franca and a cornerstone for success in any field. However, in ESL/ELT it is imperative to design a course that caters to the needs of the learners. Thereby this study attempts to evaluate the existing English for Nursing Purposes curriculum of BScN Programme prescribed by HEC/PNC to corroborate its relevancy and adequacy in preparing the musing professionals for their professional English language requirements using Stufflebeam’s curriculum evaluation framework. This investigative study measures the level of existing linguistic (in)adequacy of the professional nurses pertaining to the specific roles they are required to perform so that their problematical areas could be identified systematically and subsequently reported with recommendations. A qualitative research approach has been used to measure the needs of the nurses. Tools like open-ended questionnaires and semi-structured interviews have been used to collect data from the sample sizes nursing heads and language instructors consecutively. The findings of the study divulge that the course is inadequate and yet relevant. It is recommended to review the English language curriculum considering the needs of the nurses for their work place that may improve the standards of nursing English in Pakistan.Journal of NELTA, Vol 21 No. 1-2, December 2016, page: 1-10

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Antunes, Miguel Abrantes. "The Impact of Loss and Alienation in English Language Learners." Radical Teacher 120 (August 18, 2021): 42–49. http://dx.doi.org/10.5195/rt.2021.886.

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Educational institutions have the capacity to support immigrant students and English Language Learners through their emotional struggles with racial melancholia, dissociation, and cultural assimilation by utilizing validating curricula that promotes critical consciousness. Unfortunately, many secondary educational institutions routinely neglect the persistent emotional impact of racial melancholia and dissociation while instituting oppressive Eurocentric curriculum teeming with white privilege that undermines cultural diversity. A primary reason why so much modern humanities curricula is devoid of diversity and humanity is because it is subordinate to standardized testing leading to rote, ineffectual academic experiences negating the development of critical thinking skills and critical consciousness for immigrant students and English Language Learners.

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Valizadeh, Mohammadreza. "The Challenges Facing English Language Teachers in Turkey." Advances in Language and Literary Studies 12, no. 4 (August 31, 2021): 61. http://dx.doi.org/10.7575/aiac.alls.v.12n.4.p.61.

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This study, which utilized a mixed-methods design, aimed at investigating the challenges facing English language teachers in Turkey. Moreover, the study explored the probable effects of age, years of teaching experience, and teaching sector (i.e. state vs. private) on English language teachers’ perceptions of challenges in terms of school environment, students, community and parents, teachers’ skills, and curriculum. The data were gathered from 153 English as Foreign Language (EFL) teachers in Turkey via a questionnaire, including both open-ended questions and close-ended items on Likert-scale format. Many teachers complained that emotional support from the school principal is not enough, and classes are crowded, too. Those who worked in villages even complained about the problems of school buildings and environments. Half of the respondents believed that parents are unaware of the importance of English language and they do not cooperate with English language teachers. The majority of the teachers maintained that they need many training programs, such as workshops on using specific aids for teaching English language. The majority of the Turkish teachers of English complained that pressure from curriculum demands inhibits creative and innovative language teaching. In addition, they lack enough time and facilities to meet the requirements of the curriculum. Moreover, some teachers complained that the curriculum lacks sufficient attention to Turkish EFL learners' oral communication skills. Teachers’ age, years of teaching experience, and teaching sector did not significantly affect the teachers’ perceptions about the challenges. A set of recommendations is presented in this paper which can contribute to tackling the challenges.

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Journal articles on the topic 'English language curriculum'

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