Journal articles: 'Curriculum Studies: English Education'

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Belas, Oliver. "Knowledge, the curriculum, and democratic education: The curious case of school English." Research in Education 103, no. 1 (May 2019): 49–67. http://dx.doi.org/10.1177/0034523719839095.

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Debate over subject curricula is apt to descend into internecine squabbles over which (whose?) curriculum is best. Especially so with school English, because its domain(s) of knowledge have commonly been misunderstood, or, perhaps, misrepresented in the government’s programmes of study. After brief consideration of democratic education (problems of its form and meaning), I turn to issues of knowledge and disciplinarity, outlining two conceptions of knowledge – the one constitutive and phenomenological, the other stipulative and social-realist. Drawing on Michael Young and Johan Muller, I argue that, by social-realist standards of objectivity, school English in England -- as currently framed in national curriculum documents -- falls short of the standards of ‘powerful knowledge’ and of a democratic education conceived as social justice. Having considered knowledge and disciplinarity in broad terms, I consider the curricular case of school English, for it seems to me that the curious position of English in our national curriculum has resulted in a model that is either weakly, perhaps even un-, rooted in the network of academic disciplines that make up English studies.

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du Preez, Petro, and Shan Simmonds. "Curriculum, curriculum development, curriculum studies? Problematising theoretical ambiguities in doctoral theses in the education field." South African Journal of Education 34, no. 2 (May 26, 2014): 1–14. http://dx.doi.org/10.15700/201412071140.

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Green *, Bill. "Curriculum, ‘English’ and Cultural Studies; or, changing the scene of English teaching?" Changing English 11, no. 2 (September 2004): 291–305. http://dx.doi.org/10.1080/09540250042000252730.

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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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He, Zhongqing. "Establishing Disciplinary English in the Curriculum for English Majors in Chinese Tertiary Education." Journal of Language Teaching and Research 11, no. 4 (July 1, 2020): 575. http://dx.doi.org/10.17507/jltr.1104.07.

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Despite several reforms in English language teaching (ELT) for English majors at university level in China over the past decades, few studies have paid attention to how the curriculum for English majors needs modifying. The article calls for the establishment of disciplinary English as an important component in the English major curriculum in Chinese tertiary education. Focusing specifically on the development of ELT for English majors, this article discusses how disciplinary English might help solve literacy problems faced by English majors and clarifies the need for disciplinary English and its position in the English major curriculum. Disciplinary English is the research and teaching of English used in disciplines in higher education context and it can be further classified in line with different types of disciplines and fields of practice. Disciplinary English is related to English for academic purposes (EAP) and disciplinary literacy in six aspects: context, students, nature, syllabus, aim, and focus. The establishment of disciplinary English in the English major curriculum has important implications for the future development of ELT for English majors in China.

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Clark, Urszula. "Grammar in the Curriculum for English: What Next?" Changing English 17, no. 2 (June 2010): 189–200. http://dx.doi.org/10.1080/13586841003787332.

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Ma'mur, Ilzamudin. "ENGLISH FOR ISLAMIC STUDIES (EIS)." ALQALAM 22, no. 2 (August 31, 2005): 320. http://dx.doi.org/10.32678/alqalam.v22i2.1382.

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English jor Islamic Studies (from now on, EIS) is a kind of English for Academic Purposes that should be taken by all the students, mostly with multilingual backgrounds, at the Islamic higher educational institutions either run by the government or by private education faundations in Indonesia. One of the main of objective of EIS is to help the students improve their reading skill so as to be able to handle a variety of English written texts on "Islamic related studies. To enable both lecturers and students to achieve this objective, therefore, an appropriate syllabus and material development should be searched, for and designed comprehensively.Key Words: Curriculum, Syllabus design, Material design.

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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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Green, Bill. "Curriculum, literacy and the state: re ‘right’-ing english?" Pedagogy, Culture & Society 7, no. 3 (October 1999): 385–407. http://dx.doi.org/10.1080/14681369900200067.

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Wishkoski, Rachel, Katie Strand, Alex Sundt, Deanna Allred, and Diana J. Meter. "Case studies in the classroom: assessing a pilot information literacy curriculum for English composition." Reference Services Review 49, no. 2 (May 24, 2021): 176–93. http://dx.doi.org/10.1108/rsr-01-2021-0004.

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PurposeThis mixed-methods study assesses a pilot library curriculum in a general education English composition course. Case-based learning (CBL), a form of problem-based learning (PBL), was used to scaffold information literacy skills and concepts across sessions. This article explores the approach's impact on student learning and engagement.Design/methodology/approachParticipants were enrolled in four sections of an undergraduate composition course. Two sections were taught with the CBL library curriculum, and two with the standard library curriculum as a control. Pretest/posttest surveys included quantitative and qualitative measures to assess students in several areas of information literacy. Weekly reflections from a subsample of students were analyzed, and the research team conducted structured classroom observations and teaching reflections.FindingsQuantitative survey results did not support the hypotheses that the CBL curriculum would increase students' confidence and skill levels compared to their control section peers. Although there was no significant difference between sections in measured information literacy outcomes, students generally agreed that the case studies used in the CBL curriculum taught skills applicable to their research. Teaching observation data revealed the cohesion of the curriculum across library sessions and increased student engagement in classroom activities. However, some of the case studies could be improved, and some limitations in study design point to the need for further research.Originality/valueThis study addresses a gap in the literature through a mixed-methods assessment of CBL pedagogy using a control group, contributing to an understanding of the role of PBL pedagogies in information literacy curricula.

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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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Nissilä, Säde-Pirkko, and Liisa Ukkola. "Promoting Entrepreneurship Studies in Practical Nurse Education through Joint Curriculum Planning." Journal of Modern Education Review 5, no. 3 (March 20, 2015): 261–71. http://dx.doi.org/10.15341/jmer(2155-7993)/03.05.2015/006.

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Cormack, Phil. "Tracking Local Curriculum Histories: The Plural Forms of Subject English." Changing English 15, no. 3 (September 2008): 275–91. http://dx.doi.org/10.1080/13586840802364202.

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Loh, Chin Ee. "Global and National Imaginings: Deparochialising the IBDP English A1 Curriculum." Changing English 19, no. 2 (June 2012): 221–35. http://dx.doi.org/10.1080/1358684x.2012.680764.

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Arthur, James. "The de-Catholicising of the curriculum in English Catholic schools." International Studies in Catholic Education 5, no. 1 (March 2013): 83–98. http://dx.doi.org/10.1080/19422539.2012.754590.

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Kong, Yuan. "A Research on Postgraduate English Curriculum Based on the Academic English." Theory and Practice in Language Studies 8, no. 10 (October 1, 2018): 1338. http://dx.doi.org/10.17507/tpls.0810.12.

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In this paper, the current research situation of academic English is reviewed. From the perspective of curriculum research, we investigate the implementation of Public English curriculum and the needs of academic English, and then put forward some specific measures for the construction of academic English courses. This paper mainly discusses three aspects of the requirement, setting and teaching of academic English courses. On the basis of previous studies, there are not many academic English courses for postgraduate students in Colleges and universities. According to the theory that education is ahead of the economic development, it is an advanced research path to explore the establishment of academic English course in the teaching of postgraduate English. The object of this study is a very representative University in a certain area, which can reflect the overall level of higher education in the region to a certain extent. Both the hardware and the software facilities can provide practical possibilities for the proposal and implementation of this article, and also have a reference for the national colleges and universities.

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Weiss, Marie, and Matthias Barth. "Global research landscape of sustainability curricula implementation in higher education." International Journal of Sustainability in Higher Education 20, no. 4 (May 7, 2019): 570–89. http://dx.doi.org/10.1108/ijshe-10-2018-0190.

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Purpose This paper aims to outline the global research landscape of sustainability curricula implementation processes in higher education. The focus is twofold and investigates where research that aims at integrating sustainability into the curriculum is happening and how the research area of curriculum change for sustainability is developing. Design/methodology/approach A systematic review of peer-reviewed case studies published in English in selected journals and edited volumes between 1990 and 2017 was carried out. Data (n = 270 publications) were analyzed via descriptive statistics and bibliometric analysis. Findings The study demonstrates that research on sustainability curricula implementation processes in higher education has produced a growing output in a broad range of journals. Nevertheless, the cross-country distribution is imbalanced, with most cases coming from the USA, Europe and Asia, but with the relatively highest density in Oceania. A citation network analysis revealed that the “Western world” is quite well interlinked, whereas other countries are not, indicating that sharing information between and learning from other cases is limited. Research limitations/implications The exclusion of non-English publications likely skewed the global distribution of the research landscape included in this study. Social implications These findings demonstrate the need for more research and funding for case studies in countries that have not yet been adequately examined. Originality/value This study offers the first systematic reflection on the current global research landscape in sustainability curricula implementation and can guide further research endeavors.

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De Lira e Silva, Taciana. "Critical Cosmopolitan Citizenship Education and the Ontario Curriculum." Actes du Symposium JEAN-PAUL DIONNE Symposium Proceedings 2, no. 1 (March 7, 2019): 77–96. http://dx.doi.org/10.18192/jpds-sjpd.v2i1.2723.

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Critical cosmopolitan citizenship education is a transformational approach to education that empowers students to become global citizens through active involvement in the local, national and global communities while seeking to build a better world. This study’s objective was to inquire about how Ontario’s official curriculum guides educators to prepare secondary students (Canadian born and those new to Canada) to become effective citizens of the 21st century. A critical discourse analysis was conducted to investigate the Ontario Ministry of Education’s (OME) approach to citizenship education within the frameworks of critical pedagogy and cosmopolitan citizenship education that encourage educators and students to respect human rights and become active citizens who strive towards peace and sustainability. The discourse analysis included two curriculum documents: (1) The Ontario curriculum grades 9 and 10: Canadian and World Studies (OME, 2018), which addresses civic education, and (2) The Ontario Curriculum Grades 9 to 12: English as a Second Language and English Literacy Development (OME, 2007), which prepares newcomers to improve their English proficiency. The findings confirm that the discourse produced by these documents aims to develop students’ understanding of the global world, but does not necessarily prepare them to act for the betterment of the planet. The findings further indicate that citizenship education in the 21st century should dissociate from a nation-centered approach and focus on preparing students for global citizenry.

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Taub, Debbie, Jessica Apgar, Megan Foster, Diane Lea Ryndak, Michael D. Burdge, and Sarah Letson. "Investigating the Alignment Between English Language Arts Curricula Developed for Students With Significant Intellectual Disability and the CCSS." Remedial and Special Education 41, no. 5 (May 21, 2019): 284–95. http://dx.doi.org/10.1177/0741932519843184.

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Federal law requires all students, including those with significant intellectual disability, to make progress toward grade-level general education standards. The alignment between standards, curriculum, and instruction is vital for ensuring equitable opportunities to learn. Commercially available curricula attempt to support teachers and students by aligning instructional materials to standards, but few studies exist to verify this alignment. Those that have been conducted for general education curriculum have not been promising. This study uses the Links for Academic Learning protocol to evaluate the alignment of curricula designed for students with significant intellectual disability (SWSID) that mark themselves as aligned to grade-level standards. Findings related to the alignment between the standards, lesson objectives, and lesson content are reported. The researchers discuss implications related to the adoption and use of curricula specifically designed for SWSID and the need for additional research in this area.

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Machmud, Karmila. "Evaluating CALL in Higher Education Institutions." Lingua 16, no. 1 (March 27, 2020): 13–23. http://dx.doi.org/10.34005/lingua.v16i1.759.

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The goal of this research is to elaborate on the implementation of CALL subject in English as a Foreign Language Instructions at a higher education level. As one of the four pillars of a university’s development program, the use of ICT in the teaching and learning process has gained significant attention from higher education institutions; thus, through this research, the integration of CALL subject in English education curriculum and instruction is designed. The design then offered to be implemented in the English education program at a higher education level. Studies in CALL field have developed significantly in determining the effect of the technology use in language learning; thus, it is considered significant to be included in the English Education curriculum. This research is targeting the mastery of technology by student teachers’ literacy to prepare them for becoming English teachers who understand the technology and able to use it in the instructions setting. This is important considering that the students nowadays are born in the technology era. This paper discusses the implementation process of the CALL subject and the perspectives of EFL teachers and students towards the subject.

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Pérez, Yuddy, Lourdes Rey, and Nayibe Rosado. "Characteristics of EFL Curriculum in the Colombian Caribbean Coast: The Case of 12 State Schools." English Language Teaching 12, no. 11 (October 29, 2019): 85. http://dx.doi.org/10.5539/elt.v12n11p85.

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Research related to English as Foreign Language (EFL) curricula in Colombia is scant and mainly focuses on the analysis of policies and the challenges they pose to institutions. Consequently, there is a need for studies of EFL curricula in place in Colombia to serve as basis for evaluation and adjustment of current educational policies. This descriptive study follows a qualitative exploratory approach and addresses this gap by identifying the characteristics of the EFL curricula from twelve state schools. Data were reviewed and evaluated using document and comparative analysis techniques. Results reveal that all institutions have curricular documents but not all those requested by the educational authorities. Some of these documents show a lack of consistency in terms of the conceptual underpinnings as well as a misalignment with the national requirements or with contextual needs. While awareness of the importance of having strong English programs and the positive outlook shown by institutional stakeholders seem to be conditions for success, limitations related to allocation of resources, classroom conditions, and environments conducive to learning hinder the implementation of the EFL curriculum.

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Sealey, Alison. "Models of Language, Models of Childhood in the English National Curriculum." Changing English 5, no. 1 (March 1998): 69–81. http://dx.doi.org/10.1080/1358684980050108.

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Bhandari, Laxman Prasad. "Teaching writing through task-based instruction: Exploring English teachers’ experiences." International Journal of Language and Literary Studies 2, no. 4 (December 26, 2020): 177–86. http://dx.doi.org/10.36892/ijlls.v2i4.466.

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As educationists and policymakers have been concerned much in increasing the English proficiency of their citizens, educational policies on curriculums and syllabuses have moved increasingly towards various versions of learner-centered teaching approaches including task-based language teaching. TBLT is one of the widely discussed learner-centered approaches for the last few decades. It aims at developing students’ communicative skills through their active engagement in various tasks focusing more on meaning than on form. The study aims to explore English teachers’ experiences in teaching writing with respect to the intent of the secondary level English curriculum prescribed by the Curriculum Development Center, Ministry of Education, Nepal. The study is qualitative where five teacher participants were interviewed. The data were analyzed based on the taxonomy of task types by Willis and Wills (2007). The findings showed that the teacher participants are theoretically aware of TBLT, especially in teaching writing, and the intent of the prescribed curriculum; however, they are not able to fully bring their knowledge and skills into practice to meet the objective of the curriculum. Thus, the study purposes a way forward to strengthen teachers’ ability to bring TBLT theory into practice through training, workshops, research, and higher studies.

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Li, Xingyuan. "The Cultivation of the Core Literacy of English Discipline in Senior High School based on “Post-method” Theory." Region - Educational Research and Reviews 2, no. 3 (July 31, 2020): 1. http://dx.doi.org/10.32629/rerr.v2i3.137.

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The Curriculum Standards for General High School English (2017 edition) (hereinafter referred to as the Curriculum Standards) clearly states that the specific goal of general High school English curriculum is to cultivate and develop students’ core qualities such as language ability, cultural awareness, thinking quality and learning ability after receiving high school English education. The cultivation of core literacy is a hotspot in the current research of basic English education. However, most researches are based on traditional English teaching methods and tend to apply traditional teaching methods to experimental studies in primary and secondary school classrooms, and few of them study how to cultivate students’ core literacy from a theoretical perspective. This article will discuss the cultivation of core literacy of English discipline based on the “post method” theory proposed by B. Kurumaravadivelu. Meanwhile, advice on cultivation of the core literacy of English discipline in high school based on post-method theory will be given.

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Duncan, Diane. "The Rose Review of the English primary curriculum." Education 3-13 38, no. 4 (November 2010): 341–43. http://dx.doi.org/10.1080/03004270903519188.

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Moodie, Ian, and Hyun-Jeong Nam. "English language teaching research in South Korea: A review of recent studies (2009–2014)." Language Teaching 49, no. 1 (December 7, 2015): 63–98. http://dx.doi.org/10.1017/s026144481500035x.

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This article reviews recent studies on English language teaching (ELT) in South Korea, where a great deal of research has been produced in recent years in local journals. In this article we review 95 studies from a pool of some 1,200 published between 2009 and 2014 on English language teaching and learning, focusing on research within the public school context. Using themes from the national curriculum as an organizing principle, the review covers selected studies in the following areas: (1) second language teacher education, (2) communicative language teaching, (3) language use and interaction in classrooms, (4) co-teaching with native-speaking English teachers, (5) curriculum and materials analysis, (6) treatments of teaching methods, and (7) assessment, testing and washback. We include commentary on the research undertaken in each area and conclude by discussing the limitations of the review and summarizing ideas for future research directions, perhaps the most important of which is questioning whether or not there is enough research of reasonable quality being produced to sustain roughly 60 journals publishing articles on English education in South Korea.

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Xiaoqiong, Betsy Hu, and Xi Jing. "Towards a More Appropriate University English Curriculum in China in the Context of English as an International Language." Changing English 20, no. 4 (December 2013): 388–94. http://dx.doi.org/10.1080/1358684x.2013.855565.

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Helmholz, Richard. "University Education and English Ecclesiastical Lawyers 1400–1650." Ecclesiastical Law Journal 13, no. 2 (April 26, 2011): 132–45. http://dx.doi.org/10.1017/s0956618x11000020.

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Most recent historians have expressed a negative opinion of the quality of legal education at the English universities between 1400 and 1650. The academic study of law at Oxford and Cambridge, they have stated, was easy, antiquated and impractical. The curriculum had not changed from the form it assumed in the thirteenth century, and it did little to prepare students for their careers. This article challenges that opinion by examining the inner nature of the ius commune, the law that was applied in the courts of the church, and also by examining some of the works of practice compiled by English civilians during the period. Those works show that the negative opinion rests in part upon a misunderstanding of the nature of legal practice during earlier centuries. In fact, concentration on the texts of the Roman and canon laws, as old-fashioned as it seems to us, was well suited for the tasks advocates and judges would face once they left the academy. It also provided the stimulus needed for advance in the law of the church itself; their legal education made available to potential advocates and judges skills that would permit a sophisticated application of the ius commune, one better suited to their times. The article provides evidence of how this happened.1

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McGuinn, Nicholas. "A place for the personal voice? Gunther Kress and the English curriculum." Changing English 12, no. 2 (October 2005): 205–17. http://dx.doi.org/10.1080/13586840500164243.

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Team, Editorial. "|Vol. 6| No. 1|Year 2019." Edukasi: Jurnal Pendidikan dan Pengajaran 6, no. 1 (June 27, 2019): 188–92. http://dx.doi.org/10.19109/ejpp.v6i1.3388.

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Edukasi: Jurnal Pendidikan dan Pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of English education in Indonesia and across the globe. The journal focuses, but not limited to, on the following topics: English language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods, program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, cross-cultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. It provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field.

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Team, Editorial. "|Vol. 6| No. 2|Year 2019." Edukasi: Jurnal Pendidikan dan Pengajaran 6, no. 2 (December 11, 2019): 270–74. http://dx.doi.org/10.19109/ejpp.v6i2.4648.

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Edukasi: Jurnal Pendidikan dan Pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of English education in Indonesia and across the globe. The journal focuses, but not limited to, on the following topics: English language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods,program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, crosscultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. It provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field.

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McDougall, Julian, and Nick Peim. "A Lacanian Reading of the Study of Big Brother in the English Curriculum." Changing English 14, no. 3 (November 27, 2007): 299–312. http://dx.doi.org/10.1080/13586840701712063.

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Minns, Hilary. "Pathways into Reading: five young people and the development of the English curriculum." Pedagogy, Culture & Society 7, no. 3 (October 1999): 493–505. http://dx.doi.org/10.1080/14681369900200071.

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Chandra, Shefali. "Mimicry, Masculinity, and the Mystique of Indian English: Western India, 1870–1900." Journal of Asian Studies 68, no. 1 (January 27, 2009): 199–225. http://dx.doi.org/10.1017/s0021911809000023.

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This article describes the manner in which the English language took root in modern India. It does so by using gender as the unit of analysis. Building a feminist analysis on the symbolic role of culture, the author traces the history of English education in Bombay and Poona. The rise of English as the language of power in the nineteenth century was actively enabled—and further legitimated—by the patriarchal interests of Indian class and caste formation. The author analyzes English- and Marathi-language memoirs, school reports, debates in the “native” press on the content of the English education curriculum, and other cultural productions by men and women detailing their experiences and opinions of English education. Based on those sources, the author demonstrates that upper-caste masculine authority came to be yoked to the charisma of colonial English and, with that, subtly coded the English language as masculine. Consequently, the power of Indian English emerged from its ability to evade charges of cultural mimicry for certain classes, to organize native gender difference, and to express and orient (hetero)sexual desire.

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Pruekpramool, Chaninan, and Theerapong Sangpradit. "Teaching Physics in English: A Continuing Professional Development for Non-Native English-Speaking Teachers in Thailand." Journal of Education and Learning 5, no. 2 (March 6, 2016): 47. http://dx.doi.org/10.5539/jel.v5n2p47.

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<p>The purposes of this study were to develop a Continuing Professional Development (CPD) using English integrated science approach training curriculum and to promote physics teacher’s efficacy to be expert teachers and be able to teach Physics in English. The quality of the curriculum was at a high level corresponding to the congruence scores of the overall curriculum and curriculum content which equaled 0.85 and 0.93, respectively. Besides, the appropriateness scores of the curriculum content, instructional materials and curriculum format equaled 0.89, 1.00 and 0.53, respectively. The participants were 22 Non-Native English-Speaking Teachers (NNESTs) who taught physics in the schools that attended the projects of “World-class standard school” and “English for Integrated Studies (EIS)” administered by the Ministry of Education, Thailand. Considering the participant’s opinions from semi-structured interview and satisfaction assessment form, the results found that the participants’ satisfaction was at a high level. From the follow up after training with 7 physics teachers, the results revealed that there were some concerns from teachers in several aspects based on their efficacy which were communication skills, choosing and using appropriate instructional materials, developing the physics lesson plan in English, dealing with classroom problems, and lifelong learning to improve their English skills and teaching. According to students’ opinions, students that were taught by these trained teachers were satisfied with learning physics in English because this way of learning can promote their communication skills. However, before they start learning Physics in English, improving their language ability was the most important that they required.</p>

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Mpofu, Nhlanhla, and Mncedisi C. Maphalala. "English language skills for disciplinary purposes: What practices are used to prepare student teachers?" South African Journal of Education 41, no. 1 (February 28, 2021): 1–9. http://dx.doi.org/10.15700/saje.v41n1a1867.

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In the study reported on in this article, we explored the preparation practices used to prepare student teachers to use English language skills in disciplinary content teaching. Despite studies which emphasise generic academic literacy where language is a subset of this field discourse, there is a dearth of research studies on the use of English in the specific context of disciplines in initial teacher education (ITE), which is addressed here. Guided by social constructivism, we collected data from 102 purposively selected student teachers from 3 universities. A qualitative multiple case study design was used as the methodological tool, and data from focus group discussions and document analysis were collected, documented and analysed. The results of the analysis show that the student teachers were prepared using structured and unstructured English Across the Curriculum (EAC) pedagogical activities. Structured activities are content oriented learning processes that are largely rigid and prescriptive, while unstructured activities are rooted in the academic values and identity that are held in the institution. Although drawn from a relatively small sample, these findings may assist ITE institutions to develop a curriculum that attends to multiple strategies for developing student teachers’ strategic competence in EAC.

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Jang, Helen. "Communicative Approaches in Teaching Spoken English Pre-service Teacher Education in EFL Contexts." ELT Worldwide: Journal of English Language Teaching 1, no. 1 (October 31, 2014): 17. http://dx.doi.org/10.26858/eltww.v1i1.839.

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Following on the education policy and curriculum innovations for spoken English development, there have been changes as well as challenges in English classrooms in Korea in recent years. In line with the new government policy for pre-service English teacher education, this research explored the nature of teacher learning during the practicum. The aims of this study were to understand the student teachers’ views and experiences of classroom practice period with regard to the use and instruction of spoken English in English classrooms. This research employed two case studies in urban and rural contexts during the intensive period of the practicum. Data were generated by classroom observations in secondary schools and by in-depth interviews with the student teachers from the communicative perspectives: Contextual factors were taken into consideration in relation to the influence how the student teachers perceived and conducted teaching of speaking in accordance with the curriculum policy presented by the Ministry of Education. Based on the main findings of this research, implications were drawn the relationships between education policy and classroom practice and school contexts. Suggestions were made as regards effective ways of facilitating teaching and learning spoken English reflecting the diversity and complexity of classroom contexts through context-sensitive approaches in EFL contexts. Keywords: Communicative Approach, Spoken English, Pre-service Teacher Education, EFL Contexts, case study

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Graham, Judith. "The Initial Teacher Training National Curriculum for Primary English 1997. A most unnecessary document." Changing English 4, no. 2 (October 1997): 241–49. http://dx.doi.org/10.1080/1358684970040206.

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Pitfield, Maggie. "Making a crisis out of a drama: the relationship between English and Drama within the English curriculum for ages 11–14." Changing English 13, no. 1 (April 2006): 97–109. http://dx.doi.org/10.1080/13586840500523547.

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Anita, Anita. "English for Students in Faculty of Economic Studies IAIN Curup." Linguists: Journal of Linguistics and Language Teaching 5, no. 1 (July 22, 2019): 7. http://dx.doi.org/10.29300/ling.v5i1.1936.

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Since the issue upon ASEAN as a single market and production base becomes tangible, people in business field are encouraged to compete with others. According to this, the working competition will be very tight. In finding a job, they will not only compete with people in their countries but also in South East Asia. Therefore, a good communicative skill in English is needed to broad their networking and knowledge. The issue does not only affect businessmen, but also other people from other fields regarding business, for instance, education. In this case, students from economic major should prepare themselves to face the competition. Thus, the present paper aims to discuss a new curriculum design for students in faculty of economic studies in IAIN Curup through conducting R and D. The writers believe that students are better taught using PPP method which is one of the methods in Audio-lingual approach. This approach derives from behaviorist theory in which students are deductively taught English since they have low level of English proficiency. The design also generates a module which is especially designed for students in faculty of economic studies in IAIN Curup. The curriculum are in the form of syllabus employs PPP method which uses communicative function as the orientation.Keywords: R and D, Audio-lingual, behaviorist, PPP, and ESP

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Butt, Muqaddas, Shumaila Mahmood, and Tanzeela Urooj. "CURRICULUM CHANGE IN PAKISTAN: LESSONS LEARNED FROM THE PAST AND THE WAY FORWARD." March 2021 37, no. 01 (March 30, 2021): 55–70. http://dx.doi.org/10.51380/gujr-37-01-06.

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For contributing to the inherent dynamic nature of society, things are always moving, developing, growing and changing. Education is fundamental in responding to the societal change therefore, change is inevitable in education too. The immediate context of this paper is Punjab (Pakistan) followed by the implementation process of the most recent change in secondary school National Curriculum for English. The focus revolves around the questions; ‘to what extent the secondary school English teachers were involved in planning and designing English curriculum change (CC2006), and what the contextual conditions secondary school teachers were provided enabling them to enact CC2006 effectively? The study adopted a mixed method approach. The quantitative data was collected by administering questionnaire towards 243 secondary school English teachers followed by conducting the case studies of four secondary schools for gathering the qualitative data. The findings revealed that teachers were seldom consulted during planning or design phase of CC2006.

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Sauntson, Helen, and Kathryn Simpson. "Investigating Sexuality Discourses in the U.K. Secondary English Curriculum." Journal of Homosexuality 58, no. 6-7 (July 2011): 953–73. http://dx.doi.org/10.1080/00918369.2011.581955.

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Tarnopolsky, Oleg. "Expanding and Improving the English Language and Culture Education of Ukrainian Tertiary Students Majoring in English." International Letters of Social and Humanistic Sciences 87 (May 2019): 32–40. http://dx.doi.org/10.18052/www.scipress.com/ilshs.87.32.

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The article discusses an innovative course taught to students majoring in English at Ukrainian universities. The course called “Specific Features of the English Language and English-Speaking Nations’ Cultures in the Context of International Communication” was designed to eliminate the lack of a number of issues that must be included in the curriculum of English language and culture studies to be learned by such students but which are ordinarily not included there because each of them cannot make the subject matter of a separate university course and does not fit into the traditionally taught courses. The issues in question embrace: the specific (global or planetary) role of English among other languages of international communication; World Englishes, International English and English as a lingua franca and how to choose the variety of English to be taught as a foreign language; the specifics of business negotiations in English in intercultural contexts, business presentations in English, and business telephoning in English in such contexts; communicative behavioral etiquette (verbal and non-verbal) in intercultural communication in English; lifestyle communicative behavioral patterns of the English-speaking nations. The paper shows how teaching these issues enriches and improves the English language and culture education of English major students expanding that education and relevant practical training to fit much better the international and intercultural contexts of communication in English.

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Lu, Xuemei, and Wenzhong Zhu. "An Empirical Study on Postgraduate Education of Business English in China." Higher Education Studies 9, no. 4 (August 9, 2019): 1. http://dx.doi.org/10.5539/hes.v9n4p1.

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The development of business English (BE) program cannot separate from that of its closely-related discipline. However, little is known about business English disciplinary development from the angle of postgraduate education in China. Through questionnaires and interviews on 64 postgraduate students of Guangdong University of Foreign Studies (hereinafter referred to as GDUFS), this paper conducts empirical research on and analysis of its postgraduate education from the perspectives of curriculum setting, teacher construction, and tutorial system. The results show that most respondents are content with these dimensions of the postgraduate education of business English, which demonstrates the current postgraduate education in GDUFS is highly recognized and satisfied. It aims to have some implications for the reform and practice of postgraduate education and disciplinary construction in terms of business English in China. This research also discovers some noteworthy problems and put forward some suggestions.

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Chen, Da Feng, and Bing Qing Han. "English Research Based on Big Data and Data Mining." Applied Mechanics and Materials 651-653 (September 2014): 2462–65. http://dx.doi.org/10.4028/www.scientific.net/amm.651-653.2462.

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The arrival in big data ages makes English the research take place an all new change, English research is no longer single traditional unified mode, research target, research object, research resources, research contents, research form, research the method, research evaluation present a diversified complicated characteristics. the writher of the thesis studied a lot about Education Theory, Updated Curriculum Theory, Language Teaching Theory and some other relevant theories. With the aid of philology analysis method and the empirical studies, the writer combined the inquiry learning fashion with English teaching practice and pointed out creatively that Internet function can be fully used to support inquiry learning in English subject.Keywords: Big Data; Data Mining; English Research; Learning

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Hayes, David. "Language education policy and practice in state education systems." Language Teaching for Young Learners 2, no. 2 (July 8, 2020): 240–61. http://dx.doi.org/10.1075/ltyl.19017.hay.

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Abstract This article considers the complexity of factors involved in developing foreign language educational policy, with a particular focus on English at the primary level, which fosters student achievement in state educational systems. It examines both those factors which underpin a successful education system in general (such as equitable provision for all socio-economic groups within the society) as well as factors which affect language teaching policy and practice for primary school learners in particular (such as a curriculum which offers teachers and children opportunities to engage in language use which is meaningful in their contexts). The status and training of highly skilled foreign language teachers for primary aged learners is also accorded due weight. Using case studies of English as a foreign language in the school systems of South Korea and Thailand, the article emphasizes the importance of policies which are appropriate to their educational and socio-cultural context and realistic objectives for young children’s early engagement with learning a foreign language if it is to be a positive experience in primary schools.

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Selin, Per, and Mona Holmqvist Olander. "Transforming new curriculum objectives into classroom instruction with the aid of learning studies." International Journal for Lesson and Learning Studies 4, no. 4 (October 12, 2015): 401–15. http://dx.doi.org/10.1108/ijlls-01-2015-0006.

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Purpose – The purpose of this paper is to report a case study that qualitatively describes and analyses teachers’ discussions when planning and evaluating lessons under supervision, and what is described is the focus on their reasoning, the activities decided upon and how they decided to assess the pupils’ learning outcomes when transforming formal curriculum objectives for English as a foreign language (EFL) into classroom instruction. The effect of this transformation, expressed in different ways of designing lessons, is evaluated by assessing the pupils’ learning outcomes. Design/methodology/approach – The content analysis is based on variation theory. An iteratively designed method, the learning study, is used and data from five teacher meetings in this iterative process is analysed. Findings – The analysis shows that the areas the teachers focus on initially are: implementation (activities); content; and pupils’ knowledge, prioritised in this order, even if they partly seem to be intertwined and handled as a whole, with the three different areas being put in the foreground or background during the learning-study process. In the later part of the process, the perspective has changed to a focus on: pupils’ knowledge; content; and implementation (activities). Originality/value – The findings in this paper suggest to teachers a way to implement a formal curriculum in a local context. The authors also argue for the importance of collective work in this process.

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Ushioda, Ema, Richard Smith, Steve Mann, and Peter Brown. "Promoting teacher–learner autonomy through and beyond initial language teacher education." Language Teaching 44, no. 1 (December 3, 2010): 118–21. http://dx.doi.org/10.1017/s026144481000039x.

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With the growing international market for pre-experience MA in ELT/TESOL programmes, a key curriculum design issue is how to help students develop as learners of teaching through and beyond their formal academic studies. We report here on our attempts at the University of Warwick to address this issue, and consider wider implications for research and practice in initial language teacher education. At the Centre for Applied Linguistics at the University of Warwick, we run a suite of MA programmes for English language teaching professionals from around the world. Most of these courses are for students with prior teaching experience, but our MA in English Language Studies and Methods (ELSM) programme is designed for students with less than two years’ experience and, in fact, the majority enrol straight after completing their undergraduate studies in their home countries.

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Prahaladaiah, Diwakar. "VALUE-BASED TEACHING ENGLISH LANGUAGE AND LITERATURE." Journal of Education Culture and Society 12, no. 2 (September 25, 2021): 59–66. http://dx.doi.org/10.15503/jecs2021.2.59.66.

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Aim. "The ultimate aim became the realisation of the political ideas of democracy, equality, and social justice" (Orlenius, 2001; Svingby, 1994,p. 57). The current study aimed to explore the concept of value education at Poornaprajna institutions that have adopted value education in their curriculum. Methods.The study was designed in a qualitative exploratory research approach. The researcher had adopted the interviews for a case study as a microscopic social study through observation and also studied the archival records in Poornaprajna institutions. The informal group interviews were administered as part of a qualitative research approach, and it aimed to collect data from twenty eight English teachers and students of Poornaprajna institutions. Result. The validity and trustworthiness of the study were established by adopting Miles and Hubeman's formula, and it is 0.91. The exploration and findings revealed the need and implication of value education in the present scenario. Furthermore, the data analysis revealed that value education is a process that begins at home and continues in society, and further, it continues in formal educational institutions. Conclusion. The study envisions that the educational institutions must integrate the curriculum with value education so that students’ cultural worlds, meanings they attribute to behaviour, events which essentially lead to the developmental process of the society. The National Education Policy 2019, aims to universalise education in India by 2025, and it also aims at inter- and multidisciplinary approaches in Indian education. The present study juxtaposes an interdisciplinary approach to English and value education.

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Xiaohong, Zhang, and Margaret Zeegers. "Redefining the Role of English as a Foreign Language in the Curriculum in the Global Context." Changing English 17, no. 2 (June 2010): 177–87. http://dx.doi.org/10.1080/13586841003787324.

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Journal articles on the topic 'Curriculum Studies: English Education'

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