Relevant bibliographies by topics / English language English language Curriculum planning

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'English language English language Curriculum planning'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "English language English language Curriculum planning"

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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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Atai, Mahmood Reza, and Farhad Mazlum. "English language teaching curriculum in Iran: planning and practice." Curriculum Journal 24, no. 3 (September 2013): 389–411. http://dx.doi.org/10.1080/09585176.2012.744327.

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Christie, Frances. "Developing an educational linguistics for English language teaching." Functions of Language 1, no. 1 (January 1, 1994): 95–127. http://dx.doi.org/10.1075/fol.1.1.06chr.

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The relevance of linguistic studies to educational practices has been an issue hotly debated for some time among specialists in English language education. Many such specialists have questioned the value of any linguistic insights, preferring to rely on various pedagogical theories, most of them not informed by any rigorous examination of language, its nature and functions, or its role in learning. This paper argues the importance of developing an educational linguistics, the better to inform curriculum planning and pedagogical practices in schools. In particular the paper argues the importance of the contributions of systemic functional linguistic perspectives to the development of a model of language and literacy of a kind which can usefully underpin curriculum planning and learning theory. Such a model, while drawing extensively upon other related contemporary social theories, will nonetheless place a functional grammar firmly at the heart of its concerns.
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Diniatulhaq, Rifdah, Annafi Ananda Oktaria, and Azwar Abbas. "Classroom Management Strategies in English Language Teaching: A Perspective of English Teacher." EDUVELOP 3, no. 2 (March 21, 2020): 105–13. http://dx.doi.org/10.31605/eduvelop.v3i2.604.

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The essence of classroom management is the creation of more conducive student learning conditions. The conducive learning conditions are the most important prerequisite for the smooth implementation of student learning activities, so that the smooth learning process influences the learning outcomes more optimally. Good class management is one that can serve and help students' needs in learning. Therefore, the characteristics and needs of students are the first things that need to be known and taken into account by the teacher as well as possible. To collect the data, the researchers used semi-structure interview and the obtained data were analyzed with descriptive-qualitative method.The result showed that there are three dominant aspects of classroom management system, namely; curriculum and instructional management’s (i.e. curriculum planning, making the lesson plan, scheduling, method implementation learning and assessment), management behavior (i.e. teacher sets and enforces the rules and the procedure, teacher starts the lesson, teacher builds relationships with students, teachers apply discipline and consequences and teacher is involved in the process learning), and management of the environment (i.e. class settings namely structuring furniture and determining the number of students).
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Inayati, Nina, Rachyani Ayulis Rachmadhani, and Berliana Nurmustika Utami. "Student’s strategies in online autonomous English language learning." JEES (Journal of English Educators Society) 6, no. 1 (April 3, 2021): 59–67. http://dx.doi.org/10.21070/jees.v6i1.1035.

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This study investigates the integration of online technology by English language learners, especially those done in autonomous learning. To be more specific, this study aims to discover how systematic is students’ strategies in online autonomous language learning and the supports they expect from the educational institutions and teachers/lecturers in terms of conducting effective online autonomous learning. This study mainly employs survey design which is supported by interview. The population of the study was the undergraduate students of English Language Education Department in a private university in Malang, East Java, Indonesia. The findings suggest that learners were less systematic in their strategy use when conducting autonomous language learning. They showed lack of long term goal setting and reported difficulty in evaluation, and mostly resort to short term planning, resource finding and execution of learning. For the reasons, avoidance of classroom-like feeling and not knowing how to evaluate was repeatedly noted. Further, they also reported high expectation of teachers and institutions’ support and assistance in conducting autonomous language learning. The current study and some previous studies in the area have noted that learners tend to consider goal setting and evaluation as teachers’ areas, influenced by the fixed curriculum imposed in schools and university. As such, some flexibility in curriculum enactment is proposed and stronger intervention by teachers and institutions to support learners’ autonomy are proposed.
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Pomphrey, Cathy. "Professional development through collaborative curriculum planning in English and modern languages." Language Learning Journal 29, no. 1 (June 2004): 12–17. http://dx.doi.org/10.1080/09571730485200041.

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Barger, Corinne, and Pedro Sandoval Rubilar. "Language Orientations of Chilean Secondary Students in Relation to the Study of English as a Foreign Language." Colombian Applied Linguistics Journal 22, no. 2 (December 22, 2020): 142–56. http://dx.doi.org/10.14483/22487085.15554.

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Why teach English in Chile? Dominant public discourse claims for economic development, but with limited social mobility, do students from differing socio-economic groups perceive the same need? Recognising the influence of student belief systems on language acquisition, clashing language orientations could be creating unfavourable classroom environments. Thus, this study set out to identify the language orientations that secondary students recognise and hold in relation to the study of English with the purpose of helping English as foreign language (EFL) teachers become aware of the plurality of student perceptions. This was a qualitative multiple-case study which utilised a card-sorting technique paired with hierarchical cluster analysis and multidimensional scaling (MDS) to identify the language orientations and their constructs and semi-structured interviews and classroom observations for verification. Whilst the language orientations students recognise and hold were found to be similar across socio-economic lines, an important issue is the divergence identified between the language orientations associated with the classroom and those that represent student interests, which could be explained due to the lack of intentional and conscious dialogue about the purpose of the classroom curriculum. Vision planning is proposed as a tool for teachers to address this breach between students and classroom curriculum.
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Enns, Charlotte, Ricki Hall, Becky Isaac, and Patricia MacDonald. "Process and Product: Creating Stories With Deaf Students." TESL Canada Journal 25, no. 1 (October 1, 2007): 1. http://dx.doi.org/10.18806/tesl.v25i1.105.

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This article describes the implementation of one element of an adapted language arts curriculum for Deaf students in a bilingual (American Sign Language and English) educational setting. It examines the implementation of writing workshops in three elementary classrooms in a school for Deaf students. The typical steps of preparing/planning, drafting, revising, editing, and publishing were carried out by all students in both languages to create stories and produce final products in both videotaped American Sign Language and written English. The effective practice of writing workshop was adapted to meet the learning needs of Deaf students by including visual processing, meaning-based teaching strategies, and bilingual methods. By having opportunities to create and revise stories in their first language (ASL), students experienced an increased sense of ownership of their work and developed some of the metalinguistic skills that are essential to becoming effective writers.
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Et. al., Muhammad Imran Saeed,. "A STUDY OF FATAWAS (RELIGIOUS DECREES) REGARDING TEACHING AND LEARNING ENGLISH LANGUAGE." Psychology and Education Journal 58, no. 3 (April 15, 2021): 2996–3002. http://dx.doi.org/10.17762/pae.v58i3.4383.

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The present study discusses Muslim religious scholars' attitudes in the sub-continent when it was under British rulers' influence.The study focuses on the causes of religious scholars' indifference and their hostile attitudes towards the English language in the pre-partition era. The data has been collected from various fatawa books written by Muslim religious scholars during the pre-partition period. Researchersanalyse the fatawas (religious decrees) under the paradigm of Islam and English language and attitudes of religious scholars in the pre-partition era.The fatawashas been examined through a content analysis of the text. The study's findings reveal that Muslim religious scholars wereagainst English language learning and teaching to such an extent that they issued Fatawas declaring that learning and teaching English was illegitimate (Najaiz) because they believed that Christian missionaries were against Muslims and Islam. Thefindingsfurther suggest that future English language curriculum planning should considersociety's cultural and religious requirements so that everyone in the community can learn English according to their needs. The study also highlightsculturalharmonyfrom the perspectiveofEnglish languagelearning.
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Arias, M. Beatriz, and Terrence G. Wiley. "Language policy and teacher preparation: The implications of a restrictive language policy on teacher preparation." Applied Linguistics Review 4, no. 1 (March 29, 2013): 83–104. http://dx.doi.org/10.1515/applirev-2013-0004.

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AbstractApplied linguistics, with its sub-domains of language planning and policy can make significant contributions to language teaching. In order to explore this issue, the authors focus on the contested arena of language minority instruction in the United States. Attention is given specifically to the state of Arizona, where, recently, its educational policies have captured national and even international attention. Of particular concern is Arizona's implementation of a restrictive language policy for the instruction of English Language Learners (ELLs). The authors present a framework for reviewing the relationship between language policies and teacher preparation. Applying this framework to Arizona's teacher preparation for ELLs, we find that the state sanctioned curriculum transmitted a deficit view of students who speak a language other than English and provided prospective teachers with few alternative approaches for their instruction. In response this outcome, the authors recommend that applied linguistics content needs to be embedded within teacher preparation.
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Dissertations / Theses on the topic "English language English language Curriculum planning"

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Rioux, Robyn. "English language learners and the development of the English language learner curriculum." [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:160.

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Cheng, Sze-chiu. "The school-based curriculum tailoring scheme : a case study of curriculum formation and transformation /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21185104.

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Tai, Yaming. "The curricular planning process of English teachers in Taiwanese secondary schools /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Schulz, Steven John. "Using music to create effective curriculum for English language development." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2849.

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Research supporting the viability of music to promote language and literacy development as well as the theory of multiple intelligences suggests that any sound educational program employ a multifaceted approach to teaching and learning. This project created a thematically based multiple intelligence curriculum for first grade English language learners that emphasized the use of song.
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Daly, Marlene Y. "A guide for best practices in English 9 essentials: literature strand." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/MDaly2008.pdf.

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Kobo, Mamorapeli Justinah. "Communicative language teaching : a comparison of the Lesotho form E (English) and South African grade 12 FAL (English) curricula." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80370.

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Thesis (MEd)--Stellenbosch University, 2013.
Includes glossary of terms
ENGLISH ABSTRACT: In the study presented, two English curriculum documents were analysed, one from South Africa and the other from Lesotho. The analysis was focused on English first additional language curriculum documents for what is known as Grade 12 in South Africa and Form E in Lesotho. The two curricula are both informed by Communicative Language Teaching (CLT), with the concept of communicative competence, which is the ability to use the linguistic system effectively and appropriately, at its core. The two curricula are distinguished from each other as being locally developed (South Africa) and internationally developed (Lesotho) curriculum documents. Research contributions on the role that English plays in today‟s language learning and teaching context introduce the study . An overview is provided of the CLT appr oach and the essentials and difficulties perceived in CLT introduction in Africa and particularly Southern Africa. Jacobs and Farrell‟s (2003) evaluative framework for CLT is proposed as an indication of the extent to which CLT is evident in curricula. Ag ainst this background, the question arises of how CLT is realised in English first additional language curriculum documents for Grade 12 in South Africa and for Form E in Lesotho . In answering the question, a qualitative content analysis method that sets in interpretivist paradigm is employed for analysis of the curricula, and coding is applied using the evaluative framework proposed by Jacobs and Farrell (2003). The analysis attempts to evaluate the two English first additional language curriculum documents (curricula plans ). First, an exploration of the structures of the two curriculum documents was done. Second, the evaluation of the curricula against Jacobs and Farrell‟s (2003 :10 ) “ eight changes in language teaching and learning ” followed. Third, the comparison of the two curricula was carried out. Evaluation and comparison processes were carried out for the purpose of determining which of the two curricula best realises CLT. Reflecting on what is needed in the choice of English first additional language curricula, the conclusion is reached that (a) curricula need to be explicit in describing texts for language teaching, (b) they need to include oral and listening proficiency, and (c) a locally developed curriculum realises the CLT elements better than an internationally developed curriculum document. This means that learners‟ needs are be tter accommodated when local context and situations are in use. With this, learners bring their learning experiences as close as possible to their own real-life situations and thereby contribute towards language development.
AFRIKAANSE OPSOMMING: Hierdie studie analiseer twee kurrikulumdokumente vir die onderrig van Engels: een Suid-Afrikaans en die ander van Lesotho. Die analise fokus op Engels as eerste addisionele taal kurrikula vir wat as Graad 12 bekend staan in Suid-Afrika en as Vorm E in Lesotho. Beide kurrikula is in die Kommunikatiewe Taalonderrigtradisie ontwikkel; ʼn tradisie wat vereis dat die taalstruktuur effektief in realistiese situasies gebruik word. Die twee kurrikula word onderskei deur die feit dat die Suid-Afrikaanse een plaaslik ontwikkel is en die Lesotho onderwyssisteem gebruik ʼn internasionaal - ontwikkelde kurrikulum, die Cambridge Overseas English Certificate. Die studie word ingelei deur ʼn bespreking oor die r ol wat Engels speel in die huidige leer- en onderrigkonteks. ʼn Oorsig word gegee van Kommunikatiewe Taalonderrig (KTO), gevolg deur ʼn bespreking van die elemente en probleme wat ervaar word met KTO in Afrika en in Suider- Afrika in die besonder. ʼn Raamwerk, voorgestel deur Jacobs en Farrell (2003) vir die evaluering van KTO, word voorgestel as ʼn aanduiding van die mate waartoe kurrikula die beginsels en praktyke van KTO insluit. Die probleem wat hierdie studie bestudeer is die mate waartoe KTO manifesteer in die Graad 12 Engels Eerste Addisionele Taal kurrikulum in Suid-Afrika en in die Vorm E kurrikulum, die Cambridge Overseas English Certificate, in Lesotho. Die navorsingsbenadering is interpretatief en kwalitatiewe inhoudsanalise word gebruik om die kurrikula te analiseer. Deur die raamwerk van Jacobs en Farrell (2003) te gebruik, word dit moontlik om die twee kurrikulum dokumente te analiseer en te vergelyk . As ʼn eerste stap word die struktuur van beide dokumente bespreek, gevolg deur ʼn evaluering van elke kurrikulum in terme van die agt veranderings in onderrig en leer wat veronderstel is om KTO te karakteriseer (Jacobs en Farrell 2003:10). Hierdie twee stappe is nodig om die finale vergelyking van die twee kurrikula te kan doen sodat die mate waartoe hulle KTO manifesteer, aangedui kan word. Hierdie analise kom tot die gevolgtrekking dat die Engels eerste addisionele taalkurrikulum in Lesotho (a) duideliker riglyne moet verskaf vir die aard van tekste wat vir Engels taalonderrig gebruik kan word, (b) dat hierdie kurrikulum mondelinge- en luistervaardighede moet insluit en (c) dat die plaaslik-ontwerpte, Suid-Afrikaanse kurrikulum beter rekenskap gee van KTO as die Cambridge Overseas English Certificate, die internasionaal-ontwikkelde dokument wat in Lesotho gebruik word. As gevolg van die vergelyking met die Jacobs en Farrell raamwerk, blyk dit dat leerders se behoeftes beter ondervang kan word wanneer plaaslike kontekste en situasies gebruik word omdat leerders op hulle eie leerervarings kan staatmaak om hulle taalvermoë te ontwikkel.
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Tsoi, Pik-chi. "Preparing ESL teachers for change assimilating new beliefs into the old /." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963535.

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Ho, Sai Ming. "A study on the roles of English panel chairpersons in the management of curriculum developments and innovations in English language teaching in secondary schools of Hong Kong." HKBU Institutional Repository, 2003. http://repository.hkbu.edu.hk/etd_ra/495.

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Lai, Chung-ju. "Staff development for whole-language teacher in Taiwan English as a foreign language." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2571.

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This project explores the Whole Language method for developing Taiwanese students' language proficiency in both Chinese and English. It includes sections on current practice in primary-level instruction, teaching methods, learner-centered literacy, crosscultural teaching and learning, and school administration. It provides a theoretical framework for training Whole Language teachers, an instructional unit and a strategy for assessment.
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Weaver, Patricia A. (Patricia Ann). "Local Models of the Curriculum Planning Process for Secondary English: A Descriptive Study." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331072/.

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In an era of accountability and increased state control of curriculum, curriculum guides have become important legal documents, and many local districts seek to produce documents as a framework for both district and state objectives . Such curriculum development is a complex process. This study examined the curriculum procedures, roles of the participants , decision-making processes, and perceptions of the resulting documents in five school districts. Qualitative data collection included taped interviews using a focused in-depth interview schedule, field notes, observation, and document collection. The study included central administrators, building administrators, and teachers. Data Analysis was an interative, on-going process using a constant-comparative analysis of coded categories emerging from the transcribed data. This comparison examined curriculum models, curriculum trends, and teacher and administrator perceptions. The study of the curriculum processes in each district resulted in the development of a five-step curriculum model: pre-planning, planning, writing, implementation, and revision. Naturalistic models developed in each district as the curriculum was impacted by various pressures and influences. Within the five areas of each curriculum model, several patterns emerged. Each district had some impetus for a new curriculum direction. All districts reported some kind of data gathering within the planning stage and intensive training of teachers during the writing stage. The curriculum writers spoke of developing goals, objectives, strategies and of deciding upon content and document format. Many mentioned a negotiation system for decision-making. During curriculum planning and development, central office administrators formulated and approved policy, teachers documented district policy, and building administrators monitored its implementation. The emerging themes suggest the effects of a school district's environment on the curriculum process and the importance of an influential person to monitor all stages of the procedure. The themes indicate the strong move toward centralization of curriculum as a result or increasing state mandates, and demonstrate that teachers derive a sense of satisfaction and "ownership" of curriculum documents as they take part in curriculum planning and writing.
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Books on the topic "English language English language Curriculum planning"

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Services, Alberta Alberta Education Language. English as a second language. [Edmonton], Alta: Alberta Education, Language Services, 1986.

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Last, Ellen. A guide to curriculum planning in English language arts. Madison, Wis: Wisconsin Dept. of Public Instruction, 1986.

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Planning and assessing the curriculum in English language arts. Alexandria, Va: Association for Supervision and Curriculum Development, 1991.

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Pearson, Henry. Language for curriculum leaders. Windsor: NFER-NELSON Publishing, 1992.

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Pearson, Henry. Language for curriculum leaders. Windsor, Berkshire, UK: NFER-Nelson, 1992.

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Case studies in language curriculum design. New York, NY: Routledge, 2011.

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Education, Ontario Ministry of. Curriculum expectations, kindergarten, for English language, mathematics, science and technology, personal and social development, the arts. [Toronto, Ont.]: The Ministry, 1998.

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Fleming, Douglas. Curriculum guidelines for adult English as a second language: Unilingual programs. Toronto: The Board of Education for the City of Toronto, Continuing Education Department, 1994.

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David, Curtis. Teaching secondary English. Buckingham [England]: Open University Press, 1993.

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Montana. Office of Public Instruction. The English language arts handbook: A process for curriculum building K-12. Helena, Mont: State of Montana, Office of Public Instruction, 1985.

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Book chapters on the topic "English language English language Curriculum planning"

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Murray, Denise E., and MaryAnn Christison. "Planning Curriculum." In What English Language Teachers Need To Know Volume II, 3–22. 2nd edition. | New York : Routledge, 2019. | Series: ESL & applied linguistics professional series: Routledge, 2020. http://dx.doi.org/10.4324/9780429275739-2.

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Pan, Lin. "Language Policies and Planning for English Education in Post-Olympic China." In The SAGE Handbook of Curriculum, Pedagogy and Assessment: Two Volume Set, 544–56. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2016. http://dx.doi.org/10.4135/9781473921405.n34.

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Molina, Sarina Chugani. "Mediating Teacher Candidate Sense of Agency in Response to Policy and Curricula Planning in a Community-Based Adult English Language Program." In Researching Agency in Language Policy and Planning, 125–46. New York ; London : Routledge, 2018. | Series: Routledge critical studies in multilingualism ; 18: Routledge, 2018. http://dx.doi.org/10.4324/9780429455841-7.

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Hughes, Claire E., Todd Kettler, Elizabeth Shaunessy-Dedrick, and Joyce VanTassel-Baska. "Alignment of the CCSS-ELA With the Gifted Education Programming Standards in Assessment, Curriculum Planning, and Instruction." In A Teacher's Guide to Using the Common Core State Standards With Gifted and Advanced Learners in the English Language Arts, 7–9. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232629-4.

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Gorlewski, Julie. "Curriculum in English Classrooms." In English Language Arts, 34–50. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315194691-4.

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Costigan, Arthur T. "English Language Arts." In An Authentic English Language Arts Curriculum, 62–91. New York : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351167161-3.

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Graves, Kathleen. "Language curriculum design." In The Routledge Handbook of English Language Teaching, 79–94. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2016] | Series: Routledge Handbooks in Applied Linguistics: Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-9.

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McDonald, Christine. "Planning a timetable." In English Language Project Work, 3–9. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-22297-1_2.

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Costigan, Arthur T. "The English Orientation." In An Authentic English Language Arts Curriculum, 1–22. New York : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351167161-1.

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Nguyen, Minh Hue. "Curriculum Design and Partnerships in Professional Experience." In English Language Teacher Education, 67–83. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9761-5_4.

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Conference papers on the topic "English language English language Curriculum planning"

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Wirza, Yanty. "Bahasa Indonesia, Ethnic Languages and English: Perceptions on Indonesian Language Policy and Planning." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.16-8.

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Language policy and planning in Indonesia have been geared toward strengthening the national language Bahasa Indonesia and the preserving of hundreds of ethnic languages to strengthen its citizens’ linguistic identity in the mid of the pervasive English influences especially to the young generations. The study examines perceptions regarding the competitive nature of Bahasa Indonesia, ethnic languages, and English in contemporary multilingual Indonesia. Utilizing text analysis from two social media Facebook and Whatsapp users who were highly experienced and qualified language teachers and lecturers, the study revealed that the posts demonstrated discussions over language policy issues regarding Bahasa Indonesia and the preservation of ethnic language as well as the concerns over the need for greater access and exposure of English that had been limited due to recent government policies. The users seemed highly cognizant of the importance of strengthening and preserving the national and ethnic languages, but were disappointed by the lack of consistency in the implementation of these. The users were also captivated by the purchasing power English has to offer for their students. The users perceived that the government’s decision to reduce English instructional hours in the curriculum were highly politically charged and counterproductive to the nation’s advancement.
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Demkanin, Peter. "Preparation of New Physics Teachers in the Light of Goals of Physics Education." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10111.

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In some of our previous articles, we have analysed and discussed the goals of physics education at secondary schools and some aspects of physics education at the secondary school level. In this contribution, we proceed with bringing our experience with the preparation of new physics teachers at Comenius University in Bratislava. We discuss the theoretical background we used as a base for preparing the curriculum for university students – future physics teachers and we highlight some aspects of their preparation. Especially, we focus on the development of abilities to scaffold the learning of their future secondary schools' students. In details, we describe the ways we try to improve the abilities of our students to scaffold their future secondary schools' students in concept formation, in process skills development, in planning and processing inquiry, ability to scaffold effective work with literature. As a vast majority of our graduates will teach their secondary school students in Slovak language, which is a language used by a small number of people (5 mil), we discuss also some specifics related to physics textbooks for secondary schools in Slovak language, university textbooks available in Slovak language and ability of our university students-future physics teachers to work with sources written in English. At the conclusion, we propose some possible improvements, hopefully, inspiring also for preparation of physics teachers for other educational systems.
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Limpo, Ridwan, and Djuwairiah Ahmad. "Developing Descriptive Text Materials Dealing with 2013 Curriculum for the Seventh Grade Students." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008218403670371.

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Mahirah, Raidah, and Umie Kalsum Salpidata. "Developing Material for Basic Competence of English Syllabus of 2013 Curriculum for the Seventh Grade Students." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008218003470354.

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Savon Meras, Patricia. "Does English language teaching in Japanese universities relate with internationalization of higher education? An English language curriculum needs analysis evaluation." In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l31254.

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Maisyafriana, Adelina Siahaan, and Evi Mala Wijayanti. "The Implementation of Integrated Curriculum in the Primary School: A Case Study of Sekolah Alam Cikeas." In International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.014.

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Bandu, Darwis Jauhari, Ishak Abdulhak, Dinn Wahyudin, and Rusman. "Implementation of the Curriculum of Multiple Intelligence based English for Islamic Studies to Increase Language Competency." In English Linguistics, Literature, and Education Conference. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009302600050010.

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Saito-Stehberger, Dana, Leiny Garcia, and Mark Warschauer. "Modifying Curriculum for Novice Computational Thinking Elementary Teachers and English Language Learners." In ITiCSE 2021: 26th ACM Conference on Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3430665.3456355.

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Hanifa, Rizaldy. "Investigating English Teachers’ Understanding of Materials Adaptation in Curriculum 2013." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007166703190324.

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Hadijah, Sitti, and Shalawati. "Coaching Pre-Service Teachers in Planning and Teaching English Online." In Eighth International Conference on English Language and Teaching (ICOELT-8 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210914.002.

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Reports on the topic "English language English language Curriculum planning"

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Sprague, Maureen. Foreign Student Enrollment Planning in Five Oregon Institutions with English as a Second Language Programs. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6421.

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