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Journal articles on the topic 'ELT curriculum'

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Published: 10 December 2022
Last updated: 28 January 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Lu, Hangyan. "A reading of ELT curriculum through students’ stories." Procedia - Social and Behavioral Sciences 3 (2010): 162–71. http://dx.doi.org/10.1016/j.sbspro.2010.07.028.

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12

Kouraogo, P. "Curriculum renewal and INSET in difficult circumstances." ELT Journal 41, no. 3 (July 1, 1987): 171–78. http://dx.doi.org/10.1093/elt/41.3.171.

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13

Schleppegrell, M. J. "Problem-posing: a tool for curriculum renewal." ELT Journal 49, no. 4 (October 1, 1995): 297–307. http://dx.doi.org/10.1093/elt/49.4.297.

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14

Shreeve, Michael W. "Beyond the Didactic Classroom: Educational Models to Encourage Active Student Involvement in Learning." Journal of Chiropractic Education 22, no. 1 (April 1, 2008): 23–28. http://dx.doi.org/10.7899/1042-5055-22.1.23.

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In a chiropractic college that utilizes a hybrid curriculum model composed of adult-based learning strategies along with traditional lecture-based course delivery, a literature search for educational delivery methods that would integrate the affective domain and the cognitive domain of learning provided some insights into the use of problem-based learning (PBL), experiential learning theory (ELT), and the emerging use of appreciative inquiry (AI) to enhance the learning experience. The purpose of this literature review is to provide a brief overview of key components of PBL, ELT, and AI in educational methodology and to discuss how these might be used within the chiropractic curriculum to supplement traditional didactic lecture courses. A growing body of literature describes the use of PBL and ELT in educational settings across many disciplines, both at the undergraduate and graduate levels. The use of appreciative inquiry as an instructional methodology presents a new area for exploration and study in the academic environment. Educational research in the chiropractic classroom incorporating ELT and appreciative inquiry might provide some valuable insights for future curriculum development.
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15

Sahlan, Fikrunnisa, Gunawan Mansur, and Ahmed Djoumoi. "EVALUATING READING SYLLABUS OF ISLAMIC UNIVERSITY THROUGH CURRICULUM IDEOLOGY." Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan 21, no. 2 (December 28, 2018): 228. http://dx.doi.org/10.24252/lp.2018v21n2i8.

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Abstract:This study aimed to evaluate the syllabus from English Language Teaching (ELT) Department of an Islamic university in order to find out the integration of curriculum ideology. Reading II which one of the courses in ELT department of Universitas Islam Malang (Unisma) was used as the object to conduct this study. Interview, documents, evaluation checklist, and guideline to evaluate the integration of curriculum ideology were used as research instrument. The result showed that Reading II course syllabus from ELT department in undergraduate program of Unisma did not include all components of syllabus. Moreover, ELT Department of Unisma was already precise in order to curriculum development process. However, the syllabus as a feature to reflect the curriculum ideology did not clearly show the integration of the vision and the missions of ELT department which were based on Islamic characteristics, entrepreneurship, and ICT-based learning.Abstrak:Penelitian ini bertujuan untuk mengevaluasi silabus Program Studi Pendidikan Bahasa Inggris di sebuah universitas Islam untuk menemukan pengintegrasian ideologi kurikulum. Reading II yang merupakan salah satu mata kuliah dalam Program Studi Pendidikan Bahasa Inggris di Universitas Islam Malang (Unisma) digunakan sebagai sampel untuk melakukan penelitian ini. Wawancara, dokumen-dokumen, daftar evaluasi, dan panduan untuk mengevaluasi pengintegrasian ideologi kurikulum digunakan sebagai instrumen penelitian. Hasil penelitian menunjukkan bahwa silabus mata kuliah Reading II di Program Studi S1 Pendidikan Bahasa Inggris di Unisma belum memasukan seluruh komponen silabus. Selanjutnya, Program Studi Pendidikan Bahasa Inggris Unisma sudah tepat dalam proses pengembangan kurikulum. Tetapi, silabus sebagai sarana perwujudan ideologi kurikulum tidak menunjukkan secara jelas adanya pengintegrasian visi dan misi Program Studi Pendidikan Bahasa Inggris yang berdasar pada karakter Islam, kewiraswastaan, dan pembelajaran berbasis ICT.
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16

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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17

Mambu, Joseph Ernest. "CREATIVELY NEGOTIATING THE PLACE OF SPIRITUALITY IN THE ELT CURRICULUM." TEFLIN Journal - A publication on the teaching and learning of English 28, no. 1 (March 31, 2017): 93. http://dx.doi.org/10.15639/teflinjournal.v28i1/93-114.

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This article aims to better understand constraints (e.g., hostility toward spirituality) and opportunities that may affect teacher-student and student-student relations as spiritually informed ELT curriculum is negotiated. Viewed more broadly, spirituality aims to foster the ability to see one’s own religious positioning in relation to other people who have different faiths, and the commitment to being connected with other people, as well as nature, with love. In terms of pedagogical methodology, negotiating the place of spirituality in ELT means creatively keeping the balance of mainstreaming and decentering different senses of spirituality. It is in line with Kumaravadivelu’s theoretical lens of postmethod pedagogy which sheds light on how a teacher theorized negotiating power relations associated with his spirituality; how a teacher exploited a religious issue unique to a specific context in Indonesia; and how the dialogue of religious issues can be extended beyond what already happened in class. Regarding spiritually informed materials development, this article focuses on teacher-student co-development of spiritually informed materials and adaptations of non-ELT materials. The article concludes with some pedagogical implications and major questions to be addressed in future research on spiritually informed ELT curriculum.
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18

Lowe, Robert J., and Luke Lawrence. "Native-speakerism and ‘hidden curricula’ in ELT training." Journal of Language and Discrimination 2, no. 2 (December 4, 2018): 162–87. http://dx.doi.org/10.1558/jld.36409.

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Issues surrounding native-speakerism in ELT have been investigated from a diverse range of research perspectives over the last decade. This study uses a duoethnographic approach in order to explore the concept of a 'hidden curriculum' that instils and perpetuates Western 'native speaker' norms and values in the formal and informal training of English language teachers. We found that, despite differences in our own individual training experiences, a form of 'hidden curriculum' was apparent that had a powerful effect on our initial beliefs and practices as teachers and continues to influence our day-to-day teaching.
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19

Wallace, C. "IELTS: global implications of curriculum and materials design." ELT Journal 51, no. 4 (October 1, 1997): 370–73. http://dx.doi.org/10.1093/elt/51.4.370.

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20

Ellis, Rod. "In defence of a modular curriculum for tasks." ELT Journal 74, no. 2 (March 17, 2020): 185–94. http://dx.doi.org/10.1093/elt/ccaa015.

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Abstract In this article, I start by distinguishing two approaches to the design of a language curriculum: the structural approach and the task-based approach. I then present my views relating to three key question: Is one approach superior to the other? When implemented, do these approaches result in different classroom processes? Are there advantages in combining the two approaches? I argue that the evidence points to the superiority of a task-based approach, that prior explicit instruction can have a deleterious effect on the performance of tasks and that a curriculum that combines the two approaches is preferable. I conclude by pointing out the flexibility of a modular curriculum that makes it well suited to a variety of instructional contexts.
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21

Green, Christopher. "Integrating extensive reading in the task-based curriculum." ELT Journal 59, no. 4 (October 1, 2005): 306–11. http://dx.doi.org/10.1093/elt/cci059.

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22

Absharini Kardena, Putri Meldia,. "The The Teacher’s EFL Practice in Implementing ELT Curriculum." JADEs Journal of Academia in English Education 3, no. 1 (June 30, 2022): 17–36. http://dx.doi.org/10.32505/jades.v3i1.4269.

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This research is aimed at seeing how the English curriculum is implemented at Islamic Junior High School. This study employs a qualitative method: a case study. In collecting research data, observations, interviews, and document analysis become useful tools. This qualitative research used semi-structured interview questions and an observation checklist as the instruments, with an English teacher as the data source. One English teacher was involved in this study. In order to analyze the information gathered, the researchers used triangulated data. The information is then presented in a qualitative descriptive format. The findings show that while the concept of putting the 2013 curriculum into a document ; such as, syllabus and lesson plan has been well executed, teachers are having some difficulty putting it into practice in EFL classes. It could be indicated that the 2013 curriculum implementation in English subjects has been completed in written form, but the implementation in the teaching and learning process in the classroom has not been completed perfectly because the teacher is experiencing issues during the teaching and learning process and some of the challenges that an English teacher faces in implementing.
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23

Bihunov, Dmytro, and Каteryna Tretiakova. "NEW ELT METHODOLOGY CURRICULUM: STUDENTS’ EXPECTATIONS OF SCHOOL PRACTICE." Інноватика у вихованні 1, no. 11 (May 30, 2020): 153–59. http://dx.doi.org/10.35619/iiu.v1i11.223.

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Higher and secondary education institutions are in the intensive search for new strategies and approaches to encourage and motivate students for thorough and comprehensive study. Nowadays young people should be prepared to respond to any challenge so that they will be able to cope with their future roles, such as citizens, parents, teachers, and so on. Therefore the new Pre-Service Teacher Training (PRESETT) Curriculum at Bachelor’s level for trainee teachers of English has been created as a vital, urgent and necessary document which can lead to the new educational policy. Due to this new Curriculum students are to undertake the school practice throughout the whole course of Methodology and should be well-prepared to it. To find out whether students feel confidence in their knowledge and have no doubt in its effective usage during their forthcoming school practice (Observed Teaching), the questionnaire was developed and given to the students who were preparing to Observed Teaching having successfully coped with Guided Observation and Teacher Assistantship. The interpretation of the received data of students’ expectations according to their future school practice is presented in this article.
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24

Kostoulas, Achilleas, and Juup Stelma. "Understanding curriculum change in an ELT school in Greece." ELT Journal 71, no. 3 (November 19, 2016): 354–63. http://dx.doi.org/10.1093/elt/ccw087.

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25

Wette, R. "Product-process distinctions in ELT curriculum theory and practice." ELT Journal 65, no. 2 (May 30, 2010): 136–44. http://dx.doi.org/10.1093/elt/ccq022.

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26

Gu, P. Y. "Teaching English to the World: History, Curriculum, and Practice." ELT Journal 61, no. 1 (January 1, 2007): 83–85. http://dx.doi.org/10.1093/elt/ccl051.

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27

Humphries, S., and A. Burns. "'In reality it's almost impossible': CLT-oriented curriculum change." ELT Journal 69, no. 3 (February 2, 2015): 239–48. http://dx.doi.org/10.1093/elt/ccu081.

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28

Nieto-Gómez, Yuly Andrea, and Amparo Clavijo-Olarte. "Situating Local Literacies at the core of ELT Curriculum in Higher Education." GIST – Education and Learning Research Journal 21 (December 21, 2020): 26–46. http://dx.doi.org/10.26817/16925777.830.

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This qualitative interpretive study carried out with four EFL teachers in an EAP course at a private university in Bogotá, Colombia addresses the disconnection that exists between curricular content and the life of students in education. From our understanding of literacy as a sociocultural practice we proposed a pedagogy that immersed teachers and students in community explorations to study local issues informed by different disciplines. Therefore, this study describes the ways teachers designed and implemented curriculum using community assets (Kretzmann & McKnight, 2003) to develop student agency. The issues addressed by students in their inquiries included improving civic practices in the cycling route; fostering river preservation; environmental issues with garbage in Bogotá; and possibilities to access higher education for young populations in Colombia. Using a grounded theory approach, we collected and analyzed data from class discussions, curricular units, semi-structured interviews and class observation. Findings reveal that community explorations fostered students’ agency towards studying social issues and promoted the construction of context-embedded opportunities for learning using students’ realities and topics of local relevance (Canagarajah 2005). The target language was used to reflect, pose problems, produce texts and participate in social reflections within an academic environment.
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29

Fatoni, Mohammad, and Moh Zainuddin. "An Analysis of Students’ Perceptions in Implementation 2013 Curriculum on Senior High School English Language Teaching (ELT) in Bojonegoro." Jurnal Pendidikan Edutama 8, no. 1 (February 23, 2021): 81. http://dx.doi.org/10.30734/jpe.v8i1.1348.

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Abstract: This study aims to analyze students’ perception in implementation of the 2013 curriculum on senior high school English language teaching (ELT) in Bojonegoro in (1) How are the students’ perceptions of the 2013 curriculum in terms of the learning process senior high school English language teaching?(2) How are the students' perceptions on the 2013 curriculum in terms of learning support in senior high school English language teaching?. Results of the analysis of students' perceptions of the 2013 curriculum in English Language Learning and Teaching in terms of the learning process and learning support, they were answered with a questionnaire. The learning process shows the following results: knowledge-perception (81%), exploration (84%), consolidation of learning (81%), the formation of attitudes and behavior (84%), formative assessment (81%), and learning support as follows: teacher quality (97%), student quality (90%) facility quality (68%). It can be concluded that the students' perceptions about the 2013 curriculum were positive, with the percentage strongly agreeing or very suitable between 76% -100%. Keywords: 2013 Curriculum; Students’ Perceptions; English Language Teaching (ELT); Qualitative Research Abstrak: Penelitian ini bertujuan untuk menganalisis persepsi siswa dalam implementasi kurikulum 2013 pada pengajaran bahasa Inggris di sekolah menengah atas (ELT) di Bojonegoro dalam (1) Bagaimana persepsi siswa terhadap kurikulum 2013 ditinjau dari proses pembelajaran pada pembelajaran bahasa Inggris di SMA? (2) Bagaimana persepsi siswa terhadap kurikulum 2013 dalam hal dukungan pembelajaran pada pembelajaran bahasa Inggris di SMA ?. Hasil analisis persepsi siswa terhadap kurikulum 2013 dalam Pembelajaran dan Pengajaran Bahasa Inggris ditinjau dari proses pembelajaran dan penunjang pembelajaran dijawab dengan angket. Proses pembelajaran menunjukkan hasil sebagai berikut: pengetahuan-persepsi (81%), eksplorasi (84%), konsolidasi pembelajaran (81%), pembentukan sikap dan perilaku (84%), penilaian formatif (81%) dan dukungan pembelajaran sebagai berikut: kualitas guru (97%), kualitas siswa (90%) kualitas fasilitas (68%). Dapat disimpulkan bahwa persepsi siswa terhadap kurikulum 2013 adalah positif dengan persentase sangat setuju atau sangat sesuai antara 76% -100%. Kata Kunci: Kurikulum 2013; Persepsi Siswa; Pengajaran Bahasa Inggris (ELT); Penelitian kualitatif
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Liu, Junshuan. "Disinventing Native Speakerism in English Language Teaching." English Language Teaching 14, no. 11 (October 27, 2021): 97. http://dx.doi.org/10.5539/elt.v14n11p97.

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This article explores native speakerism, a chauvinistic ideology, in reference to relevant literature. It first exposes its ideological essence and adverse effects on English language teaching (ELT), and then moves to deconstruct the native speakerist practices concerning English language teachers, English language norm, cultural foundation of ELT curriculum, and teaching methodology, particularly the approaches of communicative language teaching (CLT) and task-based language teaching (TBLT). Through unearthing the culturist essence of native speakerism and the fallacies embedded in native speakerist ELT practices, this study is intended to contribute to eliminating native speakerism and building up more equitable and harmonious ELT profession.
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Amirudin Latif. "DEVELOPING CURRICULUM OF BACHELOR IN ELT PROGRAM BASED ON THE INDONESIAN NATIONAL QUALIFICATION FRAMEWORK (KKNI)." PREMISE JOURNAL:ISSN online: 2442-482x, ISSN printed: 2089-3345 6, no. 1 (April 15, 2017): 85. http://dx.doi.org/10.24127/pj.v6i1.857.

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The study is intended to develop curriculum of bachelor in ELT Program based on the Indonesian National Qualification Framework (KKNI). The procedure of the curriculum development is adapted from a guidance book of the curriculum development for higher education published by RISTEKDIKTI. The subjects of the study are the lecturers and students of English Department Muhammadiyah University of Metro, English teachers, headmaster, English course owners, heads of private and state institution, and heads of regency and city education office. The result of the study is the curriculum documents such as graduate profiles, learning outcomes, study materials, the structure of curriculum, the semesterly course distribution, course description, syllabus, and lesson plan. The curriculum has been being implemented for two semesters. The students give positive response on the implementation of the curriculum.
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32

Rahman, Mohammad Mosiur, and Ambigapathy Pandian. "A Critical Investigation of English Language Teaching in Bangladesh." English Today 34, no. 3 (February 8, 2018): 43–49. http://dx.doi.org/10.1017/s026607841700061x.

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The 2016 World Bank report on worldwide per capita Gross Domestic Product (GDP) identified Bangladesh as a lower middle-income country based on its consistent GDP growth throughout last decade (World Bank, 2016). To maintain this growth rate and meet the radical demand for human resources in increasingly globalised world markets, the country needs to communicate more effectively with the outside world. Inevitably, this means improving the quality of English teaching and learning. The significance of English, as the globallingua franca, to Bangladeshi learners is at its zenith. In this developing country, however, economic constraints mean that funds allocated to education are limited compared to many other Southeast Asian countries (Habib & Adhikary, 2016). Even given the generally low level of educational standards in Bangladesh (Islam, 2015), the standard of English language teaching and learning has decreased alarmingly in recent years (Hamid, 2011). English language education in Bangladesh has always been problematic, despite various attempts to initiate curriculum reform. As Hamid & Baldauf (2008) point out, the first of these major shifts in the ELT curriculum took place in the mid-1990s, when the traditional Grammar-Translation Method (GTM) was replaced with a curriculum based on a Communicative Language Teaching (CLT) model. The principal objective of this article is to review the major problems associated with ELT in Bangladesh that have hindered the implementation of the new CLT curriculum from the perspective of teachers, and eventually to make recommendations for more effective ELT curriculum reform.
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33

Banegas, Darío Luis, and Aurelia Velázquez. "Enacting a People-Centred Curriculum in ELT With Teenage Learners." PROFILE Issues in Teachers' Professional Development 16, no. 2 (October 13, 2014): 199–205. http://dx.doi.org/10.15446/profile.v16n2.40902.

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34

Graves, Kathleen, and Sue Garton. "An analysis of three curriculum approaches to teaching English in public-sector schools." Language Teaching 50, no. 4 (September 14, 2017): 441–82. http://dx.doi.org/10.1017/s0261444817000155.

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This article explores three current, influential English language teaching (ELT) curriculum approaches to the teaching of English in public-sector schools at the primary and secondary level and how the theory of each approach translates into curriculum practice. These approaches are communicative language teaching (CLT), genre-based pedagogy, and content and language integrated learning (CLIL). For consistency across approaches, the theoretical underpinnings of each will be briefly described according to a matrix of curriculum factors including:•the view of language and language acquisition underlying the approach•how learners’ needs are construed•the nature of the content and materials•the teacher's role•the context•how language is assessedThis is followed by a discussion of research on how each approach is implemented in primary and secondary contexts, the extent to which the theory is put into practice and factors that influence its success in the classroom. Implications for the future of curriculum development in ELT will be discussed. These implications address the viability of CLT in primary and secondary schools, the role of knowledge about language in curriculum implementation, and teacher roles and identity.
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V. Chavez, Jason. "Narratives of Bilingual Parents on the Real-Life Use of English Language: Materials for English Language Teaching Curriculum." Arab World English Journal 13, no. 3 (September 24, 2022): 325–38. http://dx.doi.org/10.24093/awej/vol13no3.21.

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This study aimed to absorb the narratives from the parents on the using of the English Language in terms of utilizing their stories in the different levels of curriculum development, such as teaching activities and strategies. The study analyzed the narratives on their diverse experiences with the English Language and how these stories can contribute to the development of the English Language Teaching (ELT) curriculum. This study was exploratory research that used narratives of bilingual parents from Zamboanga City, Philippines, as the foundation for real-life application of the English language. Forty (40) bilingual parents, who have children as learners of the English Language, were interviewed extensively to navigate their experiences in their real professional lives to extract important stories where the use of the English Language was important for many purposes. Results revealed that the narratives of the bilingual parents, which included real-life examples of using the English Language, can contribute to a better curriculum design for ELT, relevant and timely production of learning materials, and better training programs for teachers on activities and teaching strategies. These narratives are collaborative materials for the schools to consider in designing the English Language Teaching Curriculum. The real-life applications of the English language increase the authenticity and practical value of specific ELT strategies and other teaching-learning styles
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Hurst, Nicolas, and Carla Franco. "Documents and domains Aspects of Intercultural Education in English Language Teaching (ELT) in Portugal." Linguarum Arena 12 (2021): 63–76. http://dx.doi.org/10.21747/1647-8770/are12a4.

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The early learning of English in the state school network in Portugal has been the subject of a wide debate, which has not been exhausted by the introduction of English teaching as a curricular subject in the 1st cycle, in 2015, and which has helped to develop the intercultural awareness of a greater number of children. The new programmes and guideline documents emanating from the Ministry of Education, where objectives and areas of learning have been redefined, have been discussed and changed since the supranational imposition of the Common European Framework of Reference in 2001, with increasing allusions to the intercultural domain in learning English. Likewise, all the academic literature, from authors such as Byram (2006; 2009) and Guilherme . (2006), points to the centrality of intercultural competence in the learning of citizenship and curriculum construction since the first years of schooling. This article seeks to analyze the extent to which these intentions and visions of the “Intercultural Domain” have been incorporated into the reference curriculum documents and, in turn, will be structuring the experience of learning the English language by Portuguese children
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Cotterall, S. "Promoting learner autonomy through the curriculum: principles for designing language courses." ELT Journal 54, no. 2 (April 1, 2000): 109–17. http://dx.doi.org/10.1093/elt/54.2.109.

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Spratt, M. "What English Language Teachers Need to Know Volume III: Designing Curriculum." ELT Journal 69, no. 2 (February 24, 2015): 208–11. http://dx.doi.org/10.1093/elt/ccv002.

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Ramonda, Kris. "Extensive reading and class readers: the case for no choice." ELT Journal 74, no. 3 (June 12, 2020): 277–86. http://dx.doi.org/10.1093/elt/ccaa017.

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Abstract The benefits of extensive reading (ER) are well known, yet integrating ER into curricula has been problematic. One factor is the adherence to the principle that students should freely choose what to read, which complicates connecting out-of-class reading with in-class content. Class readers, however, can more easily tie in book content with classroom activities, thereby allowing students to discuss their shared knowledge in a way that might foster motivation for reading and add legitimacy to ER as part of the curriculum. To investigate this further, in the current study, 137 undergraduate Japanese students of English were assigned six class readers and then freely chose six more graded readers. Using a mixed methods approach, student perceptions were collected, coded, and analysed. Contrary to expectations, many learners indicated a preference for class readers for numerous reasons. These findings suggest that class readers should not be discounted in ER programs.
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Sharma, Dhirendra Prasad. "An Overview on ELT Scenario in Surkhet." Journal of NELTA Surkhet 4 (July 4, 2015): 41–47. http://dx.doi.org/10.3126/jns.v4i0.12859.

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The main purpose of this article is to analyze the ELT scenario of community based schools in Surkhet district. This paper, presents an introduction of ELT curriculum of English in school level, current status of ELT achievement in Surkhet district, issues, challenges and problems overwhelmed around ELT in community-based schools, strategies to enhance the competence and performance of teachers towards ELT for pedagogical recommendation and implication. From the close observation of some schools and teachers’ class and official data related to ELT achievement, this article suggests that creating happy and child friendly environment towards learning second language, demand based trainings, use of relevant teaching aids in language classroom, effective continuous assessment system, monitoring, and awareness of the stakeholders towards English language teaching contribute a lot for making effective English classes in the context of Surkhet district. Journal of NELTA Surkhet Vol.4 2014: 41-47
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Kirkgöz, Yasemin, and Reyhan Ağçam. "Exploring Culture in Locally Published English Textbooks for Primary Education in Turkey." Center for Educational Policy Studies Journal 1, no. 1 (January 22, 2018): 153–67. http://dx.doi.org/10.26529/cepsj.445.

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Since language and culture are closely interwoven, the integration of culture into textbooks used for teaching English as a second/foreign language has become a widely accepted phenomenon. This study investigates the cultural elements in locally published English textbooks used for Turkish primary schools following two major curriculum innovations in ELT. A total of 18 textbooks, of which 8 were published after the 1997 curriculum innovation and 10 after the curriculum innovation introduced in 2005, were investigated to find out the extent to which textbooks contain references to the source (Turkish) culture, the target (British/American) culture and the international target culture. A quantitative analysis of the cultural elements demonstrated that while references to the source and target cultures included in textbooks published between 1997 and 2005 outnumber international target cultural components, a different trend was obtained in the cultural analysis of bookspublished after the 2005 curriculum innovation. The study reveals that representations of the source culture, the target culture and the international target culture are favoured in locallyproduced ELT textbooks in a fairly balanced way.
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Brown, Charles Allen. "Images from Japanese English Teaching Materials as an Ageist Hidden Curriculum." Asia Pacific Journal on Curriculum Studies 5, no. 1 (June 30, 2022): 1–13. http://dx.doi.org/10.53420/apjcs.2022.1.

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Ageism in mass media is of great concern with older individuals often being stereotyped or simply rendered invisible. Yet research is largely silent on ageism in English language teaching (ELT) materials. Given the power of English education, the impact of visual media, and the tendency for English teaching materials to include visual depictions of people, such research is warranted. In response, a content analysis of 7350 visuals of people from Japanese ELT resources was conducted in the study described here. The goal was to understand four issues. First, how visible were the elderly overall? Second, given intergenerational friction as one outgrowth of ageism, did these materials normalize intergenerational interactions including the elderly? Third, to what extent did these materials exhibit ageism of women since ‘gendered ageism’ is an especially important issue? Fourth, to what extent did these materials either reproduce or subvert stereotypes of the elderly? Findings indicated that the amount of representation was biased against the elderly, that intergenerational interactions involving the elderly were scant, and that older women were especially underrepresented. While some of the elderly depictions were stereotypical, others did portray elderly people positively, as socially-involved and vigorous. These findings demonstrate the need for greater sensitivity to an ageist hidden curriculum in ELT.
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Larson, Kasey R. "CRITICAL PEDAGOGY(IES) FOR ELT IN INDONESIA." TEFLIN Journal - A publication on the teaching and learning of English 25, no. 1 (January 1, 2014): 122. http://dx.doi.org/10.15639/teflinjournal.v25i1/122-138.

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This paper will explore the theoretical underpinnings that present a rationale for the use of critical pedagogy as an English Language Teaching (ELT) approach in Indonesia. A brief description of critical pedagogy is given, followed by a detailed rationale for its use including an overview of critical pedagogy studies done in Asia, an exploration of the curriculum and teaching approach decreed by the Indonesian Ministry of Education and Culture, and calls for critical pedagogy by Indonesian scholars and teachers. This paper will conclude with some beginning steps that can be undertaken by teachers who want to implement a more critical approach to teaching.
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Sahraee, Mobina. "Semiotic Analysis of Culture in ELT Curriculum through EIL: ‘Prospect series’." Journal for the Study of English Linguistics 6, no. 1 (May 27, 2018): 47. http://dx.doi.org/10.5296/jsel.v6i1.13208.

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The current study intended to examine the representation of culture in Iranian locally developed ‘Prospect series’ textbooks in light of English as an international language (EIL). The study engages EIL and Cultural Semiotics adapted by Dinh (2016b) as the theoretical and analytical frameworks to explore culture across texts, visuals and tasks. The conversation sections of ‘Prospects 1, 2, and 3’ including texts, visuals, and tasks were investigated. The findings reveal that 1) culture is evident in both implicit and explicit manners in texts and visuals; however, it is limitedly represented in the tasks, 2) expanding circle cultural content dominates the textbooks, 3) cultural diversity has not much been attended to, and in-depth levels of culture belonging to ‘small’ c categories and socio-cultural awareness are neglected, 4) there is indexical relation between texts and visuals, and occasional detached mismatch between texts and visuals, and 5) majority of questions are language and information-based while speculative and comparative questions addressing culture are extremely limited. The findings are discussed in light of existing studies, and some recommendations are suggested for textbook writers, curriculum developers, and researchers in the field.
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Dianti, Rahma, and Yunani Atmanegara. "THE IMPLEMENTATION OF ICT-INTEGRATED ELT ACROSS CURRICULUM 2013 IN SENIOR HIGH SCHOOLS IN PALEMBANG." English Community Journal 2, no. 2 (January 29, 2019): 217. http://dx.doi.org/10.32502/ecj.v2i2.1314.

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Infusing technology into English Language Teaching can contribute positive impacts toward students’ learning if it is integrated in such a way. Curriculum 2013 proposes the integration of Information Communication Technology into instructional practices. This study investigatedwhether or not the teachers of English integrated ICT into their ELT; described about how ICT was implemented in ELT; and explored the obstacles faced by the teachers of English in implementing ICT. This study surveyed ten state Senior High Schools in Palembang. Twelve teachers of English and 200eleventh grade students participated in this study chosen by using purposive samplingtechnique. In gathering the data, questionnairewas administered. The results showed that most English teachers and students integrated ICT in their classroom. ICT was implemented as instructional tools to facilitate English learning in the classroom. However, they still faced some obstacles in integrating ICT into ELT. School supports became the main factor hindering ICT implementation at schools.
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Febtiningsih, Prih, Ardiya, and Agung Prasetyo Wibowo. "Teachers’ Challenges in Teaching English Writing Skills for Visually Impaired Students at Indonesian Special Senior High Schools." ELT-Lectura 8, no. 1 (February 26, 2021): 90–98. http://dx.doi.org/10.31849/elt-lectura.v8i1.5472.

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Teaching English at Indonesian special senior high schools is applied based on the curriculum determined by the government. However, there were some problems found in English language teaching for visually impaired students especially in writing. This research aimed to investigate the teachers’ challenges in teaching English writing for visually impaired students. The respondents were taken purposively, namely the English teachers at Indonesian special senior high schools for visually impaired students namely SLB Sri Mujinab, SLB Negeri Pembina and SLB Kasih Ibu. The data for the research were collected from semi-structured interview conducted to get specific information about what challenges encountered by the English teachers teaching writing skills for students with visual impairment. The challenges encountered by the teachers in teaching writing were inappropriateness of curriculum and syllabus with the students’ need, time constraint of teaching, lack of learning media, lack of teaching strategy, inappropriateness of teacher’s qualification, and students’ attitude problem. These challenges made the teachers difficult in teaching English writing. Keywords: Teaching Writing, Visual Impairment, Teachers’ Challenges, English Language Teaching
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Al-Hafizh, Muhammad. "THE PRAISE OF PROSE IN ACHIEVING PARTICIPATORY ENGLISH LANGUAGE TEACHING (ELT)." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 4, no. 1 (December 29, 2010): 35. http://dx.doi.org/10.24036/ld.v4i1.7392.

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There were great shifts in English Language Teaching (ELT) approaches and methodologies in recent years. At the same time, many researches occurred about the applications of teaching English as Second Language (ESL). It shows that, changes and innovations are something good in order to find a better pedagogic system and to be more professional in ELT. Sometimes, people resist new ways of looking, at least at the first, and it happened on ELT as well. This article is aimed at revealing ELT new ways of looking-to consider the beneficial factors of using prose in enriching interactive English language teaching into participatory English language teaching, whenever teacher and students are able to share power and come together in dialogue and mutual respect. It is considerable to reach the two components of English language pedagogy; cognitive abilities, and proficiency in English language. The writer is inspired by the thought of Shirley Brice Heath once said that “literature has no rival in its power to create natural repetition, reflection on language and how it works, and attention to audience response on the part of learners”. Teachers can use prose as a pivot in literature-based curriculum, around which curriculum revolves. In this article there will be five praiseworthy elements of prose as a pivot of participatory ELT that are going to be discussed; (1) prose is authentic, (2) prose can provide memorable contexts for the language, (3) prose illustrates appropriate language for specific situations, (4) prose links students to other cultures and subcultures, (5) prose presents topics for critical analysis, discussion, writing, and encourages performance.
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Rukan Uddin, Muhammed. "Evaluating ELT Textbook in Bangladesh: The Case of English for Today (Classes Nine-Ten)." Advances in Language and Literary Studies 12, no. 1 (February 28, 2021): 84. http://dx.doi.org/10.7575/aiac.alls.v.12n.1.p.84.

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The paper evaluates the ELT textbook English for Today (Classes Nine–Ten) which is used as a dominant instructional material in secondary level schools and madrasahs in Bangladesh. The National Curriculum and Textbook Board (NCTB) of Bangladesh published the revised edition of the textbook series English for Today in the academic year 2013 incorporating the guidelines proposed in National Education Policy (NEP, 2010) and National Curriculum (NC, 2012). Ever since the introduction of the ELT textbook series, systematic evaluations to examine their pedagogical usefulness and constraints have been found inadequate. The purpose of the study is, therefore, to identify the strengths and weaknesses of the textbook which will help the teachers do maximum application of its strengths in the classroom, and make sensible decisions about the weaknesses. This study followed the ‘whilst-use’ evaluation type, and adopted mainly the checklist method. The checklist was designed drawing on suitable criteria from the popular checklist developed by McDonough, Shaw and Masuhara (2013). In addition, a short semi-structured interview was conducted with 10 secondary English teachers in order to explore how the teachers would perceive and evaluate the textbook. Though the evaluation identified the textbook’s rewarding features, it also revealed a number of limitations which require sincere attention of the curriculum and materials developers. The study implies that the textbook requires both internal and external improvements in order to maximize the learning outcomes and meet the curriculum objectives. The paper also makes recommendations for the curriculum experts and textbook writers for consideration during future editions of the textbook.
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Shaikh, Neelofar, and S. Khurram Khan Alwi. "Perceptions of ELT Teachers about B.Ed. English Language Curriculum Regarding the Development of Students' Speaking and Writing Skills." Global Educational Studies Review VII, no. II (June 30, 2022): 229–41. http://dx.doi.org/10.31703/gesr.2022(vii-ii).22.

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Effective communication in the English language is important for the academic, professional and social needs of B.Ed. students/pre-service teachers. Previous research had inferred that B.Ed.students felt difficulty in communication for which methods and modules were suggested; however, the curriculum has not been evaluated for its effectiveness. The present study has explored ELT teachers' perceptions about the effectiveness of the B.Ed. (Hons) 4 year curriculum's (2012) two English core courses regarding students’ speaking and writing skills in public universities and colleges of Sindh,Pakistan, using Stufflebeam’s CIPP model. The data was collected from four purposively selected samples through focus group discussion (FGD) and analyzed using thematic analysis. The findings revealed that the curriculum needs revision through the inclusion of objectives, an evaluation scheme and a balanced focus on language skills. The identified challenges and issues were students’ weak language learning background, lack of teachers’ training, lack of time and lack of infrastructure.
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Bist, Resham Bahadur. "Role of the Literature in ELT Course of Mid-Western University." Journal of NELTA Surkhet 5 (April 1, 2018): 56–64. http://dx.doi.org/10.3126/jns.v5i0.19488.

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This article identifies the role of literature course included in B.Ed. English Curriculum of Mid-Western University for the promotion of language skills and areas. It begins with the general introduction of literary course either it supports to EFL/ESL context. The research questions and objectives are set to examine the role of literature course in ELT classroom. Then it is closely observed literature contents in B.Ed. English curriculum. It is discussed via self-inspection and reflection of my own experience. It reaches in conclusion that literary texts provide rich linguistic input and effective stimuli for students to express themselves, and a potential source of learner motivation. These texts also provide an opportunity for multi-sensorial classroom experiences and can appeal to learners with different learning style. The students can promote their creativity and language proficiency in ESL/EFL context of ELT classroom. Therefore, it is essential to design the literary texts in ELT course to promote both the language skills (i.e. listening, speaking, reading, and writing) and language areas (i.e. vocabulary, grammar, and pronunciations).Journal of NELTA Surkhet, Vol. 5 January, 2018, Page: 56-64
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