Relevant bibliographies by topics / ELT curriculum

Academic literature on the topic 'ELT curriculum'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "ELT curriculum"

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White, Ronald V. "Curriculum studies and ELT." System 17, no. 1 (January 1989): 83–93. http://dx.doi.org/10.1016/0346-251x(89)90063-8.

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Poppi, Franca. "Enriching the University ELT Curriculum with Insights from ELF." LCM - La Collana / The Series 9788879167918 (December 2016): 127–52. http://dx.doi.org/10.7359/791-2016-popp.

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Gieve, Simon. "The ELT Curriculum: Emerging Issues." ELT Journal 48, no. 2 (April 1994): 188–91. http://dx.doi.org/10.1093/elt/48.2.188.

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Tomlinson, B. "Language Curriculum Design." ELT Journal 66, no. 2 (March 13, 2012): 263–68. http://dx.doi.org/10.1093/elt/ccs010.

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Puadi Ilyas, Hamzah. "Retaining Literature in the Indonesian ELT Curriculum." Studies in English Language and Education 3, no. 1 (March 13, 2016): 1. http://dx.doi.org/10.24815/siele.v3i1.3384.

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This article presents serious independent arguments why literature needs to be retained in the Indonesian ELT (English Language Teaching) curriculum. In general, ELT curriculum nowadays seems to neglect the importance of literature since the introduction of the communicative approach. Three aspects are presented in connection with why the notion may need immediate application: (1) literature brings many advantages to Indonesian ELT learners; (2) literature can be used to teach critical thinking skills; and (3) critical thinking can be used to promote tolerance. This article is developed based on mainly the ideas of literature teaching proposed by Collie and Slater (1987), Lazar (1993), and Ghosn (2002). Hence, critical thinking and tolerance are values not getting serious attention in educational processes in this country even though these values have been included in the National educational objectives for Indonesia.
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Crombie, Winifred. "The ELT curriculum: Design, innovation and management." System 18, no. 2 (January 1990): 272. http://dx.doi.org/10.1016/0346-251x(90)90069-h.

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Ali, Md Maksud. "Revisiting English Language Teaching (ELT) Curriculum Design: How Appropriate is Bangladesh Higher Secondary Level National ELT Curriculum as a Learner-Centred One?" IIUC Studies 7 (November 6, 2012): 283–96. http://dx.doi.org/10.3329/iiucs.v7i0.12494.

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ELT curriculum design has seen several transformations overtime, especially with the changing views on the educational ideologies and philosophies in the western world. As far as teaching English in an English as a Second/Foreign language (ESL/EFL) context is concerned, it is often suggested that the ESL or the EFL education should be acculturalized as to be responsive to a particular group of people, and that again refers to the need for a national curriculum for ELT in an EFL country. Thus, in designing an ELT curriculum in an ESOL context, the designers need to examine not only whether the curriculum is responsive to the needs of a group of learners but also if it is ‘culturally appropriate’ in that context or not. Following a qualitative case study research method, this paper examines the extent to which the Higher Secondary ELT national curriculum in Bangladesh is responsive to the socio-cultural needs and the needs of the learners.DOI: http://dx.doi.org/10.3329/iiucs.v7i0.12494 IIUC Studies Vol.7 2011: 283-296
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Wang, Bing. "Research on the Value Orientation of ELT Integration Based on Data Mining under the Background of Megadata." Mathematical Problems in Engineering 2022 (April 23, 2022): 1–9. http://dx.doi.org/10.1155/2022/6774977.

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The research on the value orientation of ELT integration reflects the significance in the implementation and teaching of English courses. Based on the continuous development of metadata technology, this paper studies the value orientation of ELT integration based on DM. This paper interprets the characteristics and applications of megadata and analyzes the multiple challenges faced by ELT in the era of megadata. It also explores the value orientation of teaching integration in the era of megadata-data-driven teaching, which promotes scientific teaching decision-making, refined management, personalized learning, and teaching informationization. Depending on discussing the value of the English curriculum, this paper probes into the value orientation of English curriculum objectives, the value orientation of English curriculum content, the value orientation of students to the English curriculum, and the value orientation of ELT integration. This paper investigates and analyzes the realization basis of the integrative value orientation of ELT. Making full use of teaching resources may benefit not only the deep integration of instructional materials but also the scientific application of current scientific and technology methods to support ELT’s integrated value orientation. The essential significance of the research is to improve students’ comprehensive English literacy and comprehensively promote the realization of ELT value.
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Anderson, Jason. "The TATE model: a curriculum design framework for language teaching." ELT Journal 74, no. 2 (March 17, 2020): 175–84. http://dx.doi.org/10.1093/elt/ccaa005.

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Abstract This article proposes a curriculum design framework for instructed additional language learning comprising four phases: Text, Analysis, Task, Exploration (TATE). The framework is argued to be compatible with both natural order theory and skill acquisition theory through its ability to integrate meaning-focused tasks within a task-supported approach to language teaching that allows for both implicit and explicit learning processes to occur. It is presented as an integrated skills model consistent with contemporary research on the learning of both lexis and grammar, recognizing the importance of both written and spoken language practice during tasks. Evidence of current trends in global coursebook design is presented to support the framework from a sociocultural perspective. I argue that the framework is potentially compatible with CLIL and project-based approaches to language learning, but caution that the model is not presented as universally applicable; as such it is offered as a tool in the curriculum designer’s and teacher’s ‘toolbox’ for planning courses and curricula.
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Grassick, Laura. "Supporting the development of primary in-service teacher educators." ELT Journal 73, no. 4 (September 17, 2019): 428–37. http://dx.doi.org/10.1093/elt/ccz036.

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Abstract English language as a compulsory component of primary state school curricula is a growing phenomenon around the world. One of the challenges of this lies in training the vast numbers of teachers required. To date there has been little consideration of how those tasked with facilitating the professional development of primary English language teachers might be supported and the kind of knowledge, skills, and understanding they might need. This paper explores the experiences of primary teachers and university lecturers learning to become in-service teacher educators in the context of primary ELT curriculum change in Vietnam. The findings provide insights into the participants’ understanding of primary English language teaching and learning and the new curriculum, their awareness of the classroom contexts in which primary teachers work, and their ability to support teachers in implementing the innovation. The implications of this beyond the context of the study are highlighted.
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Dissertations / Theses on the topic "ELT curriculum"

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Tomlin, Steve, and n/a. "A reformulation of ELT curricula through a critique of established theoretical models and a case study of the ELT curriculum at De La Salle University, Manila." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.151258.

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This thesis undertakes a reformulation of ELT curricula by means of a critique of established theoretical models and a case study of the ELT curriculum at De La Salle University (DLSU), Manila. The thesis proceeds in accordance with the precise that a sound theoretical and philosophical perspective is crucial to any task of curriculum development and criticism and thus derives a theoretical/ philosophical perspective from a consideration of ELT in the context of the philosophy of education and linguistic, applied linguistic, sociolinguistic, learning and curriculum theories. The argument is presented that any model of language as communication derived from linguistics and applied linguistics is not amenable to translation into descriptive rules of 'use' and hence a pedagogic grammar. Such theoretical perspectives, in only deriving partial models of 'use', are largely inadequate in the context of a concern with language teaching. Input from cognitive learning theory however suggests that teaching language as communication requires a curriculum approach focusing on 'open' communicative procedures rather than systematic techniques premised on language description and exemplified by a syllabus-based structure. It is thus argued that communicative language teaching requires 'open', methodology-based procedures that provide a markedly subordinated role for syllabus. The advocated form of communicative language curriculum is thus described as employing an 'open' rather than a 'closed-system') approach. It is also maintained that the ELT debate on communicative curricula has largely ignored crucial issues in curriculum theory and the philosophy of education - especially the distinction between 'education' and 'training'. This theoretical debate enables the derivation of a revised taxonomy of language curricula to replace the orthodox dichotomy into General English and ESP. The argument is presented that there are essentially two approaches to the curriculum - closed-system and open approaches - and that within each approach there are two curriculum types. Through revised definitions, the intents of 6E and ESP curricula are distinguished and a new taxonomy of four possible curriculum types, including that of a Focused English Learning (FED curriculum, presented. The principles derived from the theoretical discussion and reformulated taxonomy enable an 'illuminative' case study investigation of an example curriculum: the ostensibly English for Specific Purposes (ESP) curriculum for Engineers employed at DLSU. This case study, by examining curriculum justification and intent and illuminating the nature of the problem at the university, illustrates, by example, aspects of the reformulated taxonomy. The case study findings detail crucial aspects of the interface between theory and local practice and expose the curriculum at DLSU as inherently contradictory, based on an inaccurate notion of ESP, and principally concerned with the pursuit of broadly educational aims through a mainly training-based, closed-system and non-communicative curriculum. The thesis concludes by proposing that the orthodox dichotomy between GE and ESP curricula is inappropriate and fails to reflect the various and possible forms of curricular intent. This has been a consequence of a theoretical emphasis on linguistics and sociolinguistics and an inadequate consideration of the philosophy of education and learning and curriculum theories. The inadequacy of the established dichotomy has led to confusion in application (as demonstrated through the case study) that could be avoided through the adoption of the reformulated taxonomy.
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Wong, Irene. "The implementation of the KBSM ELT curriculum in Sabah, Malaysia exploring change at the school level /." Thesis, Online version, 2001. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.289716.

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Baladi, Nadine. "Critical pedagogy in the ELT Industry: can a socially responsible curriculum find its place in a corporate culture?" Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18457.

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This study qualitatively evaluated the adoption of critical approaches to teaching English as a second or foreign language (ESL) in the particular context of the private language school industry. The research questions focused on the flexibility of the curriculum, on the room it affords for critical pedagogy and on the challenges of implementing critical lesson plans in the ESL classroom. With the help of four teachers, I explored the practical implications of implementing critical lessons in multicultural ESL classrooms at a Canadian private language school. While the general conclusion of the teachers' experiences provides an encouraging and a positive outlook on a more generalized integration of critical pedagogy in the ELT curriculum, some of the challenges encountered included preparation time for lesson planning, addressing students' linguistic needs, and the tension between the business culture of the ELT industry and the principles of critical pedagogy.
Cette thèse explore l'impact d'une approche critique (traduite pédagogie critique) dans l'enseignement de l'anglais langue seconde ou langue étrangère, dans le cadre de l'industrie des écoles de langues privées. Je cherchais a évaluer la flexibilité du curriculum de l'école, dans quelle mesure ce curriculum facilitait l'adoption d'une méthodologie critique, et les défis que présentait l'adoption de cette méthodologie dans une classe d'anglais langue seconde. Bien que de façon générale, l'expérience des quatre enseignants ayant participé à cette étude ait été positive, certains défis associés à cette méthodologie se sont présentés: le temps demandé pour la planification des cours, l'exigence de répondre aux besoins linguistiques des étudiants, et les antagonismes potentiels entre la culture corporative de l'industrie de la didactique de l'anglais langue seconde et les principes de la pédagogie critique.
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Erozan, Fatos. "Evaluating The Language Improvement Courses In The Undergraduate Elt Curriculum At Eastern Mediterranian University: A Case Study." Phd thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606120/index.pdf.

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The present study evaluates the language improvement courses in the undergraduate curriculum of the Department of English Language Teaching (ELT) at Eastern Mediterranean University. The language improvement courses are: Oral Communication Skills I and II, Reading Skills I, II, and Advanced Reading Skills, Writing Skills I, II and Advanced Writing Skills, and English Grammar I and II. In this evaluation study, the adapted version of Bellon and Handler&rsquo
s (1982) curriculum evaluation model was employed. The participants of the study were six instructors teaching the language improvement courses and students enrolled in these courses. The data, both qualitative and quantitative, were collected through course evaluation questionnaires for students, interviews with students and teachers, classroom observations, and examination of relevant written documents such as course policy sheets, course materials, and assessment tools used in the courses. The results of the study show that generally the language improvement courses were effective in terms of five aspects specified in the evaluation model employed in the study, as perceived by the students and the instructors. However, the students and the instructors suggested making some changes to the existing language improvement courses to make them more effective and better adjusted to the students&rsquo
needs and expectations. Some important conclusions drawn and recommendations made were: Practice (i.e. practice and production) component in the language improvement courses should be enhanced, a wider variety of authentic materials should be used in the courses, various methods and activities should be utilized in teaching-learning process, and intra-subject and inter-subject relationships (i.e. continuity and coherence) between or among the courses need to be strengthened.
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Ali, Mohammad. "Teachers’ and students’ perspectives on English language assessment in the secondary English Language Teaching (ELT) curriculum in Bangladesh." Thesis, University of Canterbury. Literacies and Arts in Education, 2011. http://hdl.handle.net/10092/6210.

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This qualitative study aims to address the current understanding of English language assessment of both the teachers and students in the secondary schools in Bangladesh. The study conducted semi-structured interviews with six English teachers and focus group interviews with two groups of students in two different secondary schools and these interview responses were compared to probe the related understandings and experiences of both the teachers and the students. These findings reveal that the present English assessment system in the secondary level in Bangladesh does not reflect a balanced development of all the language skills of the learners and there are inconsistencies between the stated objectives of teaching English and the actual teaching methods in the language teaching in the secondary schools in Bangladesh. Though summative assessment is still dominating, the practice of formative assessment is slowly developing. The study indicates that there has been a gradual shift in the assessment process and the teachers were trying to use individual assessment strategies to motivate the students’ learning. Both the teachers and the students in the study emphasised that current assessment is mainly based on reading and writing. However, for overall development of language skills, the secondary English language curriculum may need to be redesigned so that all the four skills are able to be included in the assessment system. Better opportunities for training to develop teachers’ effectiveness and their knowledge of learners should be considered also.
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Degerman, Ylva, and Sara Sävhage. "In what ways does the ELT coursebook ECHO 6 fulfill the communicative aspects of the Swedish curriculum for English 6?" Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-33409.

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In this essay, the published ELT coursebook ECHO 6 is critically examined. The focus of the examination is the communicative opportunities within ECHO 6. These opportunities are analyzed and concretized with help from the Swedish Curriculum for English 6. In the results section, the communicative opportunities within five selected chapters are explored in depth. Later, these chapters are discussed and contrasted with relevant literature about English teaching in general as well as communicative language teaching. Our conclusion is that ECHO 6 does provide students with several opportunities to communicate and develop communicative skills in English. However, there are essential parts missing in order for the textbook to be completely communicative.   Key words: Language teaching, ECHO 6, communication, communicative language teaching (CLT), students, teacher, language skills and language systems.
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Akoha, Joseph. "Action research based in-service education and training of teachers (INSET) and English language teaching (ELT) curriculum innovation in Benin : an experimental study." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10006564/.

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This study originates from an ELT curriculum innovation in Benin,leading to the adoption of a textbook which emphasizes the development of communicative skills, chiefly through pair/group work. It describesthe experimental INSET set up to introduce its new methodology, and which has been evaluated through the comparison of teaching and learning by experimental classes with control classes. It also identifies, through a questionnaire, INSET processes considered as most effective. It finds that teachers with the Action-Research based INSET improved their abilities to use the new book for more communicative teaching as seen through the evaluation of teacher performance by inspectors, pupils and teachers themselves and as compared with control group teachers. It also finds that the project and the implementation of the curriculum it aimed to facilitate did not adversely affect pupil progress. On the contrary the experimental group pupils scored moderately higher than the control group pupils -on all the English general proficiency tests used for the study. But the difference is not statistically significant. However, the experimental group pupils' subjective impression of progress as well as their views on communicative language teaching are significantly more positive than those of control pupils. It also finds that diagnostic class observations, practical workshops at school based INSET meetings and residential seminars, with active involvement of teachers through action research, and formative class observations, are considered as more effective than summative class observations, feedback and advice by trainers and inspectors. It concludes that priority should be given to in-service education to ensure the success of the curriculum reform, with a systematic programme drawing on the problem solving approach to educational innovation for ELT. This should be progressively- generalised to other subjects. Some suggestions are also made as to the contextualisation and relevance of communicative teaching.
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Ivanoff, Johanna, and Amanda Andersson. "Constructing 'the Other': A Study of Cultural Representation in English Language Textbooks." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33542.

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Educational textbooks have the power to influence pupils’ perception of the world. In the subject of English, this specifically concerns learning about cultures in different parts of the world where English is used. The purpose of this study is to identify the characteristics of cultural representation in two English Language Teaching (ELT) textbooks with the aim to make the hidden curriculum visible and to raise awareness among publishing houses and teachers. Using a Critical Discourse Analysis (CDA) based on Fairclough’s (2001) three-dimensional model in combination with Barthes’ (1977) Visual Semiotics methodology, we investigated which regions and countries were presented and how their cultures were constructed through texts and images. These findings were further compared to the cultural values and content of the Swedish curriculum, the genre of textbooks, and existing hegemonic discourses in society. In the analysis, Kachru’s (1986) Circles of World Englishes, Machin and Mayr’s (2012) toolkit for CDA, McKay’s (2010) interpretation of Anderson’s (1983) imagined communities, and Said’s (2003) concept of Orientalism were applied. Our findings show that the inner circle dominates and is depicted as superior in contrast to the outer and expanding circles. Although the textbooks include a variation of different cultures which is in line with the curriculum, representation of the outer and expanding circles is often stereotypical and underdeveloped which reinforces hegemonic discourses instead of acting to restructure them. This corresponds to previous studies in the genre, and hence, educators must work to ensure that the hidden curriculum in ELT textbooks is continuously made visible and challenged.
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Ward, Natalia, Betty Thomason, John Mooneyham, and Clara Lee Brown. "Meaningful Instructional Practices for ELS." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5950.

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Ward, Natalia, B. Thomason, and John C. Mooneyham. "Meaningful Instructional Practices for ELs." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5920.

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Books on the topic "ELT curriculum"

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White, Ronald V. The ELT curriculum: Design, innovation, and management. Oxford, UK: Blackwell, 1988.

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Dunford, House Seminar (1984 Dunford House Midhurst). Curriculum and syllabus design in ELT: Report on the Dunford House Seminar,16-26 July 1984. London: British Council, English Language Services Dept., 1985.

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Dacey, John, Lindsey Neves Baillargeron, and Nancy Tripp. Integrating SEL Into Your ELA Curriculum. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429434686.

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1947-, Downing David B., Hurlbert C. Mark, and Mathieu Paula, eds. Beyond English, Inc.: Curricular reform in a global economy. Portsmouth, NH: Heinemann, 2002.

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Reinhartz, Dennis. Geography across the curriculum. Washington, D.C: NEA Professional Library, National Education Association, 1990.

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Glass, Kathy Tuchman. Mapping comprehensive units to the ELA common core standards, k-5. Thousand Oaks: Corwin Press, 2012.

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Renewing the social studies curriculum. Alexandria, Va: Association for Supervision and Curriculum Development, 1991.

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Ontario. Le curriculum de l'Ontario 11e année: Mathématiques. Toronto, Ont: Imprimeur de la Reine, 2006.

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Cheung, Lilian W. Y. Eat well & keep moving: An interdisciplinary elementary curriculum for nutrition and physical activity. Champaign, IL: Human Kinetics, 2016.

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Camacho Sanabria, Carmen Amalia, Libardo Enrique Pérez Díaz, Luis Jesús Rincón Ussa, Andrea Muñoz Barriga, and Carol Fernanda Ramírez C., eds. Evaluación curricular. Bogotá. Colombia: Universidad de La Salle. Ediciones Unisalle, 2016. http://dx.doi.org/10.19052/9789588939919.

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Hoy en día, los estudiantes sobre calidad educativa constituyen un campo importante de producción de conocimiento no solo por las implicaciones que tiene la educación como motor de cambio social, sino por la necesidad imperiosa de posibilitar procesos de inclusión de los sujetos y diferentes grupos poblacionales en las dinámicas sociales. Desde esta perspectiva, la investigación educativa es primordial no solo para generar teorías y modelos, sino, especialmente, como medio para la cualificación de los procesos formativos. En este escenario se inscribe este texto, cuyo fin primordial es indagar por las dinámicas curriculares y su incidencia en los procesos formativos. Escuchar las voces de los actores, contrastarlas con los documentos y vivenciar sus dinámicas ha sido clave para tener otra mirada sobre el ser y quehacer institucional. El camino recorrido y la información recopilada ha conducido a formular un modelo de gestión curricular sistémico que puede contribuir en las miradas de autoevaluación institucional y principalmente en una gestión más eficiente de los procesos formativos.
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Book chapters on the topic "ELT curriculum"

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Dhanavel, S. P., and S. Kumaran. "Poetry in the Engineering Curriculum." In Contemporary ELT Strategies in Engineering Pedagogy, 132–43. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003268529-12.

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Harishree, C. "Need for Remodelling the Engineering Curriculum." In Contemporary ELT Strategies in Engineering Pedagogy, 3–19. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003268529-2.

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Mekala, S., and C. Harishree. "Incorporating Thinking Skills in the Engineering Curriculum." In Contemporary ELT Strategies in Engineering Pedagogy, 144–57. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003268529-13.

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Haque, Muhammed Shahriar, and Md Masudul Hasan. "Outcome-Based Living ELT Curriculum in Higher Education in Bangladesh." In Local Research and Glocal Perspectives in English Language Teaching, 95–109. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-6458-9_7.

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Geetha, R. "Integrated Practice of Learning Strategies in the Engineering Curriculum." In Contemporary ELT Strategies in Engineering Pedagogy, 20–38. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003268529-3.

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Tran, Le Thi Quynh. "Meeting the Demands of ELT Innovation in Vietnam: Teachers’ Linguistic and Pedagogic Challenge." In International Perspectives on Teachers Living with Curriculum Change, 83–102. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-54309-7_5.

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Dinh, Thuy Ngoc. "Cultural Linguistics and ELT Curriculum: The Case of English Textbooks in Vietnam." In Advances in Cultural Linguistics, 721–45. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4056-6_32.

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Kırkgöz, Yasemin. "Exploring Teachers’ Implementation of the Recent Curriculum Innovation in ELT in Turkish Primary Education." In Innovating EFL Teaching in Asia, 181–95. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230347823_14.

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Costigan, Arthur T. "The ELA Classroom in the Context of Contemporary Schooling." In An Authentic English Language Arts Curriculum, 124–55. New York : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351167161-5.

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Dacey, John, Lindsey Neves Baillargeron, and Nancy Tripp. "Why You Will Want to Integrate SEL Into Your Curriculum." In Integrating SEL Into Your ELA Curriculum, 1–6. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429434686-1.

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Conference papers on the topic "ELT curriculum"

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Dat, Nguyen Van. "A Review on Approaches of Evaluating Tertiary Textbooks." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.20.

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An important part of the training process is textbook evaluation, which lets students determine whether or not the curriculum satisfies their goals while also helping teachers enhance their professional capacities. The textbook is still the most common type of material utilized in today's foreign language classrooms. It serves as the core of a training program and provides learners with the essential input they require through a wide range of different activities. This article clarified the textbook, coursebook, and materials' roles in ELT classrooms. This article also reviewed three main approaches to coursebook evaluation: Tomlinson’s approach (2003), Littlejohn’s approach (1998 & 2011), and McGrath’s approach (2002). The author also summarized the main criteria for textbook evaluation. The design of future textbooks at tertiary levels is discussed, along with some of the potential directions that could be taken.
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Ma Jiao, Jiao Hongguang, Pan Lanying, and Zhang Chuanxiang. "Notice of Retraction: Mineral processing machinery curriculum reform." In 2010 International Conference on E-Health Networking, Digital Ecosystems and Technologies (EDT 2010). IEEE, 2010. http://dx.doi.org/10.1109/edt.2010.5496377.

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Tat, Cristina, and Sean Eric Kil Patrick Gay. "Social and Academic Impacts of CoViD19 - related Emergency Remote Teaching on Japanese University Students." In 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.009.

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ABSTRACT This study will detail how a university in Western Japan has implemented its English for Academic Purposes (EAP) program during the onset of CoViD-19. In the spring semester of 2020, after a 2 week delay, all courses within the school’s EAP program The course coordinators were tasked with consolidating the materials originally designed for face-to-face,14 week courses, for a 12 week asynchronous online semester, and with uploading the modified course materials to the university’s Learning Management System (LMS). Twenty one students participated in semi-open interviews to determine the social and academic impacts of this CoViD-19 Emergency Remote Teaching (ERT) approach. The lessons learned from this experience will be discussed in terms of future curriculum design and implementation in a post-CoViD world. There are a wide variety of lessons that were salient. The role of the classroom as a social institution was very prominent; however, online asynchronous format. awareness of cognitive burdens and strategies to mitigate them may be more valuable for teachers. The lessons learned during this period of ERT can help teachers moving forward. were offered in an Keywords— asynchronous online learning, emergency remote teaching (ERT), online curriculum design, CoViD19
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Zamani, Nader G. "Introducing Mechatronics theme in the undergraduate mechanical engineering curriculum." In 2009 IEEE International Conference on Electro/Information Technology (eit '09). IEEE, 2009. http://dx.doi.org/10.1109/eit.2009.5189661.

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Huanqi Tao, Heng Zhang, and Gang Yang. "Practice on the teaching reform and curriculum building for the circuit analysis." In 2010 International Conference on E-Health Networking, Digital Ecosystems and Technologies (EDT). IEEE, 2010. http://dx.doi.org/10.1109/edt.2010.5496368.

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Yuan, Lifeng, and Yizhi He. "Study on personnel training model and curriculum system construction in GIS specialty." In 2010 International Conference on E-Health Networking, Digital Ecosystems and Technologies (EDT). IEEE, 2010. http://dx.doi.org/10.1109/edt.2010.5496432.

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Liu Xiaoxia, Cai Gangyi, and Cui Jingwei. "The teaching exploration of the curriculum design in basis of mechanical designing." In 2010 International Conference on E-Health Networking, Digital Ecosystems and Technologies (EDT). IEEE, 2010. http://dx.doi.org/10.1109/edt.2010.5496437.

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Miguel, Edward K. "Development of an FPGA Lab Curriculum for Beginning Digital Electronics Students." In 2020 IEEE International Conference on Electro Information Technology (EIT). IEEE, 2020. http://dx.doi.org/10.1109/eit48999.2020.9208255.

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Dyumin, Alexander A., and Svetlana V. Andrianova. "MOOCs and Vendor Trainings in Academic Curriculum: Yet Another Step towards Global University." In 2016 International Conference on Engineering and Telecommunication (EnT). IEEE, 2016. http://dx.doi.org/10.1109/ent.2016.017.

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Stein, Gordon, and Qiaoyu Peng. "Low-Cost Breaking of a Unique Chinese Language CAPTCHA Using Curriculum Learning and Clustering." In 2018 IEEE International Conference on Electro/Information Technology (EIT). IEEE, 2018. http://dx.doi.org/10.1109/eit.2018.8500113.

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Reports on the topic "ELT curriculum"

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DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, December 2006. http://dx.doi.org/10.51420/report.2006.1.

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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.
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DeJaeghere, Joan, Vu Dao, Bich-Hang Duong, and Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.

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Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al., 2017). We show that teachers hold different beliefs and engage in curricular design – or the use of hegemonic curriculum and instructional practices that produce different learning outcomes for minoritized students compared to Kinh students. It suggests that policies need to focus on the social-cultural aspects of teaching in addition to the material and technical aspects.
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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Nelson, Gena, and Allyson J. Kiss. Curriculum-Based Measures in Mathematics. Boise State University, Albertsons Library, January 2022. http://dx.doi.org/10.18122/sped.144.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 96 studies that focused on Stages 1, 2, and/or 3 of curriculum-based measurement in mathematics (CBM-M) research. Stage 1 refers to evidence for using CBM at one point in time (i.e., static scores), such as for screening for difficulty. Stage 2 refers to evidence for using CBM repeatedly overtime, such as for progress monitoring. Stage 3 focuses on the instructional utility of CBM (i.e., instructional decisions to increase student achievement). The purpose of the systematic review was to update the Foegen et al., (2007) literature review on CBM-M. We evaluated 96 studies published since 2006 that included more than 540,000 participants. Nearly all studies (k = 83) reported results related to Stage 1, fewer studies reported results related to Stage 2 (k = 39) and Stage 3 (k = 4). The results of the systematic review report findings related to reliability, criterion validity, diagnostic accuracy, growth rates, and instructional utility of CBM-M.
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McGee, Steven, Jennifer Kirby, Geneva Haertel, and Angela Haydel DeBarger. Taking students on a journey to El Yunque: An examination of cognitive apprenticeship. The Learning Partnership, April 2006. http://dx.doi.org/10.51420/conf.2006.1.

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The Journey to El Yunque program was designed using the cognitive apprenticeship model. Students analyze the same data that scientists in the rainforest use for their research, while at the same time, covering all of the national middle school ecology standards. In this study we seek to build a framework that integrates design-based research methods with traditional evaluation. The resulting enactment of the curriculum provides formative feedback about the curriculum as well as about the design model itself. An ecology assessment was developed using publicly released state assessment items. A quasiexperimental design study was used to evaluate the effectiveness of the beta version of the program. The results show that Journey to El Yunque was more effective at helping students learn population dynamics, while the traditional ecology curriculum was more effective at helping students understand energy flow definitions. This difference in performance is consistent with the underlying design based on the cognitive apprenticeship model.
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Olsen, Laurie, Elvira Armas, and Magaly Lavadenz. A review of year 2 LCAPs: A weak response to English Learners. Center for Equity for English Learners, 2016. http://dx.doi.org/10.15365/ceel.lcap2016.1.

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A panel of 32 reviewers analyzed the Local Control and Accountability Plans (LCAPs) of same sample of 29 districts for the second year of implementation of the 2013 California Local Control Funding Formula (LCFF). Using the same four questions as the Year 1 report, the Year 2 analysis also addresses the key differences between first and second-year LCAPs. Key findings from the Year 2 LCAPs review include: (1) similarly weak responses to the needs of ELs by LEAs in Year 2; (2) some improvement in clarity about services provided to ELs in some areas, though most evidence was weak; (3) minimal attention to the new English Language Development Standards; (4) minimal investment in teacher capacity building to address EL needs; (5) lack of attention to coherent programs, services and supports for ELs and failure to address issues of program and curriculum access; (6) weak engagement of ELs’ parents in LCAP process and content of LCAP plans; (7) poor employment of EL data to inform LCAP goals and weak use of EL indicators as an LCAP accountability component; (8) lack of specificity in describing district services and site allocations for supplemental and concentration funding; and (9) difficulty identifying the coherence of responses of EL needs in year 2 LCAPs. Overall, the analysis of the 29 LCAPs continue to signal a weak response to EL needs. The authors reassert the urgency of the recommendations in the Year 1 report, offer additional specific recommendations for the state, county offices of education, and districts, and call upon the state to reaffirm the equity commitment in the LCFF design.
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Cadiero Kaplan, Karen, Magaly Lavadenz, and Elvira Armas. Essential Elements of Effective Practices for English Learners. Center for Equity for English Learners, 2011. http://dx.doi.org/10.15365/ceel.policy.9.

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One of the most powerful variables for English Learner success is the quality of their teachers. This policy brief published by Californians Together (1) provides a synthesis of effective practices for instructing ELs; (2) presents four research-based essential elements critical for EL program implementation, teacher reflection, and monitoring of teacher effectiveness; and (3) concludes with program and policy recommendations. Three key areas for policy action are prioritized: (1) District and state level policies must require that local and state leadership support the implementation of these essential elements; (2) Alignment of fiscal and human resources must be targeted to ensure that teachers are provided with professional development, materials and curricular program supports required to implement these key elements leading to English learner success; and (3) Teacher preparation and credential requirements need to incorporate the four critical elements of effective practice for success with English Learners.
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Olsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.

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Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMISE Model increased use of EL specific research-based approaches to student grouping, placement, instruction, school structures, curriculum choices, program design and practices in addition to more knowledgeable and advocacy-oriented leaders and distributive leadership. The brief presents five lessons learned that contribute to a deeper understanding of the impact of a school reform model on English Learners. Two policy recommendations include: 1) broadly disseminate research on effective EL education and provide an infrastructure of support with EL expertise; and 2) adopt the PROMISE Model or components of the model as a viable school improvement strategy.
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McGee, Steven, Randi Mcgee-Tekula, and Noelia Baez Rodriguez. Using the Science of Hurricane Resilience to Foster the Development of Student Understanding and Appreciation for Science in Puerto Rico. The Learning Partnership, March 2022. http://dx.doi.org/10.51420/conf.2022.1.

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For school age children on the island of Puerto Rico, the back-to-back hurricane strikes of Irma and Maria were their first experience with the tragedy of hurricanes in Puerto Rico. There is much concern in the general public about the ability of the Puerto Rican forests, like El Yunque, to recover. These concerns reveal common misconceptions about the dynamics of forest ecosystems. The focus of this research is Journey to El Yunque, a middle school curriculum unit that engages students in evidence-based modeling of hurricane disturbance using long-term data about population dynamics after Hurricane Hugo. Research was guided by the following research question: How does engagement in the science of disturbance ecology impact students’ understanding of and appreciation for ecosystems dynamics? Students completed pre and post assessment understanding of ecosystems dynamics and rated the teacher implementation using the Inquiry-Based Science Teaching survey. Based on a paired t-test, students statistically increased their performance from pretest to posttest with an effect size of 0.22. At the teacher level, the Inquiry-Based Instruction score was a statistically significant predictor of the posttest performance. In other words, these results provide evidence that engaging students in the practices of ecology predicted increased understanding of population dynamics.
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Mateo-Berganza Díaz, María Mercedes, JungKyu Rhys Lim, Carmen Pellicer Iborra, Esteve López, Henar Rodríguez, Rosa López, Carlos Margo Mazo, et al. El poder del currículo para transformar la educación: cómo los sistemas educativos incorporan las habilidades del siglo XXI para preparar a los estudiantes ante los desafíos actuales. Edited by María Mercedes Mateo-Berganza Díaz and JungKyu Rhys Lim. Banco Interamericano de Desarrollo, July 2022. http://dx.doi.org/10.18235/0004360.

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La reforma curricular ocupa hoy un lugar destacado en la agenda educativa. Las brechas de habilidades entre lo que la sociedad y el mercado laboral demandan y lo que los sistemas formales de educación y formación proporcionan son cada vez mayores. El currículo es el principal instrumento de los sistemas educativos para traducir a contenidos, competencias y habilidades específicas, lo que la sociedad necesita, en términos de capital humano. Refleja los estándares de lo que los estudiantes deben saber y ser capaces de hacer al final de sus años escolares y formativos. Sin embargo, independientemente del enfoque que adopten los sistemas educativos para diseñar sus currículos, no siempre existe una correspondencia directa entre los estándares previstos sobre el papel (esto es, el currículo previsto) y la enseñanza y el aprendizaje reales que se producen, efectivamente, en el aula (es decir, el currículo de facto). Este informe examina cómo diferentes sistemas educativos dentro y fuera de la región de América Latina y el Caribe han incorporado las competencias del siglo XXI en sus currículos, y las condiciones que permiten trasladar el plan de estudios previsto a un plan de estudios de facto en el aula. La forma en la que se eduque y forme a las personas hoy determinará si los países de la región podrán transformarse y ofrecer mayor prosperidad y oportunidades para todos.
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