Journal articles: 'English curriculum'

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

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

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

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

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

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

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Liu, Feifei. "Preparing Students for the Internationalized World — Is Hong Kong Secondary English Curriculum Ready?" Journal of Higher Education Research 3, no. 6 (December 13, 2022): 442. http://dx.doi.org/10.32629/jher.v3i6.1079.

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To educate students for an internalized world and knowledge-based economy, education in Hong Kong needs to keep up with internalization of education. English's status as a global language is crucial to achieving the objective. Based on Rizvi's (2007) critique of curriculum internationalization, this paper examines the secondary English curriculum of Hong Kong as a case study and assesses the curriculum's readiness for internationalization at the policy, school, and classroom levels. The results of this study demonstrate that curriculum internationalization has had a subtle impact on secondary English curriculum decision-making, particularly at the office and school policy levels. However, because to Hong Kong's strongly engrained exam-oriented setting, internationalization adoption at the classroom level continues to be a difficult and convoluted process.

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

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

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Habiburrahim, Habiburrahim, Muhammad Muhammad, Luthfi Auni, Hafidhah Hafidhah, and Ika Kana Trisnawati. "Integrating English subject materials into Islamic boarding school curriculum context: Insights from Aceh, Indonesia." Studies in English Language and Education 9, no. 2 (May 23, 2022): 667–84. http://dx.doi.org/10.24815/siele.v9i2.23279.

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Issues surrounding curriculum integration have been discussed worldwide. Some argue that curriculum integration contributes meaningfully to empowering students’ multi knowledge and skills, while others claim that curriculum integration has detrimental effects on teachers and students’ study load. This qualitative study investigates the English teachers’ and Islamic boarding school principals’ perceptions of integrating English subject materials of Curriculum 2013 into the Islamic boarding school curriculum context. Eleven participants (two Islamic boarding school principals and nine English teachers teaching at two Junior Islamic boarding schools in Banda Aceh) were selected purposively. The findings indicate that integrating English materials into the Islamic boarding school curriculum positively contributes to developing students’ general and Islamic-related knowledge. The results also suggest that the integration of English materials into the Islamic boarding school curriculum can be performed by switching the listed materials in the syllabus of Curriculum 2013 with the Islamic-related materials. The study unveils that among these curricula integration challenges are the inadequacy of Islamic-related knowledge that the teachers master and the subject overload. These two main issues are the main challenges to integrating the English materials into the Islamic boarding school curriculum.

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

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

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Selja Putri, Elda, and Absharini Kardena. "Curriculum Approach used in Teaching English : A Case Study." JADEs Journal of Academia in English Education 3, no. 2 (December 29, 2022): 236–51. http://dx.doi.org/10.32505/jades.v3i2.4642.

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The development and implementation of language teaching programs can be approached in several different ways, each of which has different implications for curriculum design. Indonesian schools have started modernizing their curricula by adopting a backward design that places an emphasis on students' learning outcomes in order to replace the outdated forward paradigm. They must, however, overcome a difficulty in order to achieve a beneficial alignment. This problem spurred a case study examination of the primary curriculum's objectives, syllabus, methodology, and evaluation. The results of the research indicate that the curriculum was created forward, despite claims that it was designed backward, with learning outcomes acting as program goals. In truth, the one that follows it promotes the exchange of knowledge above the development of skills. Since they still relied on information transmission, the program's learning goals were not linked with the three important components of syllabus, methodology, and assessment. The university's innovation of technique including a transfer in emphasis from the lecturer to the students was nonetheless rigidly and mechanically interpreted, and the assessment of student learning was said to be criterion-referenced without more explanation for each syllabus.

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Jain, Charu. "National Curriculum Framework 2005 and the English Curriculum." Motifs : An International Journal of English Studies 4, no. 1and2 (2018): 5. http://dx.doi.org/10.5958/2454-1753.2018.00002.8.

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Galvão, Ana Sara, and Claudia Jotto Kawachi-Furlan. "English teacher education and early childhood education: Curricular strategies in Brazilian federal universities." Revista Horizontes de Linguistica Aplicada 20, no. 2 (November 25, 2021): AG5. http://dx.doi.org/10.26512/rhla.v20i2.38982.

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Teaching English in Early Childhood Education is a reality in Brazil, despite its lack of requirement according to current legislations. There is a demand for professionals to teach, but English majors usually do not embrace this age group which would be the focus of Pedagogy. Therefore, a study was developed to comprehend how universities are preparing teachers for this scenario, considering there is no official requirement for curriculum organization. The aim of this paper is to reflect on teacher education and curriculum theories, focusing on how universities have changed their curriculums to deal with the “gap” found in teacher education for this context. The data collected included documents of all Federal Universities in Brazil, based on the Course Pedagogical Project (PPC) available on the website of each university. The results indicate that several Brazilian universities are developing strategies to deal with this scenario in their curriculums, using different approaches. Thus, this paper discusses the results found, specially focused on the curricular strategies adopted by some universities, and their benefits to student-teachers.

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Rozas Gómez, Claudia. "Audience and purpose: Secondary English teachers and the social vision in The New Zealand Curriculum." Curriculum Matters 17 (December 21, 2021): 66–82. http://dx.doi.org/10.18296/cm.0053.

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The New Zealand Curriculum expresses a vision for young people who are contributing and participating members of society. While this social vision is supported by the inclusion of key competencies, the curriculum document says little about content and its role in developing this participatory agency. This article uses interview data with secondary English teachers to identify prevailing constructions of subject English and to consider the extent to which these constructions may foster the curriculum’s vision for actively engaged people. I suggest that a close examination of teachers’ constructions warrants attention against the stated aims in our curriculum. I also argue that enacting the curriculum’s social vision is neither simple nor straightforward owing to the broader context in which secondary English takes place.

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

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

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

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McNaught, Allison. "English curriculum against the peace." Peace Review 9, no. 2 (June 1997): 287–92. http://dx.doi.org/10.1080/10402659708426065.

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Wang, Wen Hui, and Xin Sheng Zou. "Thinking on the College English Curriculum (2004) and the Multimedia-Aided Teaching in College English." Advanced Materials Research 217-218 (March 2011): 1839–43. http://dx.doi.org/10.4028/www.scientific.net/amr.217-218.1839.

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College English Curriculum (2004) (CE Curriculum hereafter) is issued by China’s Ministry of Education. As a top-down document, it acts as a guide for colleges and universities nation-wide to formulate a school-based curriculum in the light of their specific circumstances. Compared with the previous counterparts, it is a more balanced and democratic national curriculum. Although the present curriculum is for trial implementation, the course rationale is sound and the curriculum is of greater flexibility.

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

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

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Hastie, David. "The Retreat from Critical Literacy in the New Australian English Curriculum." Journal of Christian Education os-53, no. 1 (May 2010): 17–33. http://dx.doi.org/10.1177/2056997110os-5300103.

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This paper offers a response to the new Australian English Curriculum, by focusing on the idea of literature in transition from the current syllabi into the new, particularly regarding the concerns of faith-based schooling. The recent history of English curriculum models is surveyed, along with a theoretical description of curriculum perspectives and their ontologies. The reassertion of canonical thinking in the new Australian English Curriculum is ontrasted with the ‘emancipatory critical literacy ‘foci of existing Australian curricula. Complaints about the emancipatory approaches in existing syllabi are summarized before considering how the shift to the canonical might be received by faith-based education. It is argued that canonical approaches are likely to be seen as more congruent with faith-based education. This is tempered for the sub-sector of Christian schooling, however, by discreet theological claims that emancipatory approaches need retaining, yet only as an ameliorant to the excesses of the canonical. In this way a particular critique of the Essentials English Course is offered.

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Nurbiana, Nurbiana. "The Teaching English of English Grammar based on the 2013 Curriculum." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 10, no. 1 (June 10, 2022): 457–65. http://dx.doi.org/10.24256/ideas.v10i1.2693.

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This study aims at investigating the teachers’ strategies in teaching English grammar based on the 2013 Curriculum. The subject of this research are two English teachers at SMPN 11 Maros Baru. This study is conducted by qualitative design and is focused on the phenomenon method. The findings shows that the strategies applied by the teachers in teaching grammar based on the 2013 Curriculum are problem based learning, project and blended learning. meanwhile, the problems faced by the teachers when implementing the 2013 Curriculum are related to time, the learners’ selfconfident, the internet networking, and the learning resources. As the result, the findings elucidate that most of the teachers apply the 2013 Curriculum in their teaching process. although it was not deeply in the using. The teachers use discovery based learning, project based learning and problem based learning as the main strategy in their teaching and learning process. The problems faced by the English teacher when in implementing the 2013 Curriculum were related to time, the learners unconfident, the internet networking and the pedagogy technology competence.

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Charpentier-Jiménez, William. "Quantifying Sentence Variety of English Learners." Revista Electrónica Educare 24, no. 3 (August 21, 2020): 1–15. http://dx.doi.org/10.15359/ree.24-3.26.

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This article studies students’ use of sentence variety in an ESL writing course. The study includes three sentence features: (a) sentence types, (b) sentence combining, and (c) sentence patterns. Although sentence variety is part of the curriculum, the actual use of sentence structures has not been measured so far. By understanding students’ use of sentence structures, it is possible to propose valid curricular changes in the language program. This quantitative project has been carried out by analyzing 36 paragraphs written by students in the first writing course of a B.A. in English. 433 sentences were included in the study. Each sentence was examined individually. Data shows that 14.54% of the sentences presented a type of error. The types of errors included: 12 fragments (2.77%), 29 fused sentences (6.69%), and 22 comma splices (5.08%). The remaining number of traditional sentences studied was 370 (85.45%). Results demonstrate that students favor certain types of structures and ignore others. Therefore, the demands of the curriculum and the written production of students lack coherence. Consequently, curricular changes must be incorporated to improve students’ written production.

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Shaiegy, Eman Saleh Al Sagier. "The Impact of Teacher’s Teaching Experience on the Implementation of English Language Curricula in Public Schools in Aqaba Governorate, Jordan." Middle Eastern Journal of Research in Education and Social Sciences 2, no. 4 (November 14, 2021): 75–88. http://dx.doi.org/10.47631/mejress.v2i4.360.

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Purpose: This study investigated the impact of teachers’ teaching experience on the implementation of English language curricula in public schools in the Aqaba Governorate, Jordan. Approach/Methodology/Design: The Rand Change Agent Theory of curriculum implementation guided this study. A descriptive survey design was adopted. The sample included 167 English language teachers who were selected purposively from 240 public school teachers in the Aqaba Governorate, Jordan. A questionnaire was developed as an instrument for data collection. It consisted of 36 items, and it was validated by presenting it to a group of arbitrators. The reliability was assured by carrying out a test-retest on a sample chosen from outside the sample of the study. Descriptive statistics were utilized to analyze data. Findings: The study findings indicated that there are statistically significant differences at (α≤0.05) between the implementation of English language curricula and the teacher’s teaching experience. This means that the teaching experience of the teacher affects the implementation of English language curricula. Practical Implications: The study presents certain implications for curriculum development policies. The study recommends engaging teachers in programs that assist them in exchanging experiences, knowledge, and skills to ensure effective execution of the curriculum in addition to the necessity for teachers to pay attention to self-development. Originality/value: Teaching experience plays a crucial role in curriculum implementation. It enables teachers to gain competence and effectiveness.

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Sugianti, Lilik, Oikurema Purwati, Slamet Setiawan, and Syafi'ul Anam. "HARMONY OF THE PHILOSOPHICAL FOUNDATION OF ENGLISH TEXTBOOKS AND THE 2013 ENGLISH CURRICULUM." Premise: Journal of English Education 11, no. 3 (October 31, 2022): 458. http://dx.doi.org/10.24127/pj.v11i3.5018.

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Philosophy is one of the most important fundamental aspects in developing the 2013 curriculum to determine teaching and learning objectives and processes. Accordingly, textbooks should represent curriculum ideas. It must be developed in line with the philosophical foundation of the curriculum. It is to realize the objectives of teaching and learning that emphasize critical thinking and student character development. This study aimed to reveal the philosophical foundations of LKS (Lembar Kerja Siswa) in English ninth grade and its compatibility with the 2013 curriculum. LKS is an exercise guide for developing cognitive aspects and all learning aspects in the form of an experimental or demonstration guide. This study used inferential content analysis on six units of LKS-English in ninth grade, semester one, publisher by CV. Library Pillar. It examined six philosophical foundations in LKS-English of ninth grade: existentialism, essentialism, perennials, humanism, social reconstruction, and progressivism. It also examines six philosophical foundations in the 2013 curriculum, including essentialism, perennials, humanism, social reconstruction, progressivism, and idealism. So, there is a harmony between the philosophical foundation of the LKS-English of ninth grade and the 2013 Curriculum. The LKS-English and the 2013 curriculum focus on developing students' character and 21st-century skills, such as critical thinking, problem-solving, communication, collaboration, creativity, and innovation.

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Maryono, Geby Devtiana, Pupung Purnawarman, and Didi Sukyadi. "Teachers’ conceptions of English assessment in International Baccalaureate Curriculum – Secondary Level." ELT Forum: Journal of English Language Teaching 10, no. 3 (November 24, 2021): 185–97. http://dx.doi.org/10.15294/elt.v10i3.48595.

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Assessment as an essential part of teaching and learning might be perceived differently by teachers, whereas teachers' conception of assessment influences strategies and implementation of assessment. The International Baccalaureate curriculum is one of the international curricula widely used with its own assessment principles and implementation. This research aims to explore how teachers in IB secondary schools perceive English assessment in IB curriculum. By implementing a mixed-method approach, six teachers from five different IB secondary schools and two teachers from one IB secondary school participated in the questionnaire and interview. From the data, this research revealed that teachers perceive English assessment in IB curriculum as a valid and reliable means to improve teaching and learning, school accountability, and student accountability. The teachers also believe IB curriculum objectives have been well embedded in the English assessment process. Although the teachers have a positive perception of the assessment process in IB curriculum, several challenges are found, primarily in giving an authentic and personalized assessment. To solve the challenges, the teachers collaborate and share about the assessment practices they conducted in classes. Further research can be done to explore the perception of English assessment in IB curriculum from the students' point of view.

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Sugiono, Sugiono. "Integrating Themes of Care into English Curriculum: Toward the Enhancement of Students’ Moral Reasoning Skill." International Journal of English Education and Linguistics (IJoEEL) 3, no. 1 (July 3, 2021): 50–59. http://dx.doi.org/10.33650/ijoeel.v3i1.2362.

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The purpose of the study is to explore possible strategies to ‘insert’ themes of care into Indonesia’s English curriculum. It is stipulated that the English curriculum containing themes of care, ethics and morality can contribute to the advancement of students’ engagement in learning and enable moral reasoning skill toward the generation of responsible members of society upholding values of tolerance and respect for difference of others. This is a library research, employing a qualitative content review of related literature to find strategies for integrating themes of care into English curriculum. It is found that integrating themes of care into curricular subjects, including English, is very possible to undertake, and provides students with higher order thinking skills in a functional manner. It is of great importance to students as they get benefits from being taught the ways to approach and eventually solve complex, real-life moral problems by applying particular skills drawn from the PAVE moral reasoning strategy. The English curriculum addressing such a long-term outcome for the application of the integration incorporates teaching students how to attain balanced competence, academically, socially and morally all at once.

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Chhetry, Tek Bahadur. "English for Engineering Students: A Survey of Pokhara University." Educator Journal 10, no. 1 (July 27, 2022): 171–77. http://dx.doi.org/10.3126/tej.v10i1.46740.

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This paper’s main objective was to examine the perception of the English language needs of the engineering students at Pokhara University, Kaski, Nepal, as a part of a curriculum review. The study was carried out to identify the perceived notion of English among the students for their career development, assess if the current curriculum meets the standards, and identify the flaws in the curriculum concerning other universities in Nepal. Both quantitative and qualitative approaches were used as mixed methods. A cross-sectional survey questionnaire was administered among engineering students of Pokhara University in one constituent college and 14 affiliated colleges. By random sampling method, 326 responses were collected and analyzed through SPSS V.20 for quantitative data, and experts’ opinions were sought from ten responses with purposive sampling for qualitative data. The study’s findings showed that the English curriculum designed for engineering students in Pokhara University doesn’t fulfill the professional needs of the engineering profession. The experts recommended various new topics to incorporate into the syllabus after carefully examining the differences among various curricula of other universities. In addition, teaching English without the effectiveness of labs and tutorials in three credit hours seems illogical. This report will be helpful to the Curriculum Development Center of Pokhara University, the subject committee of English language, planners, teachers, experts and other policymakers.

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Dilekli, Yalçın, and Erdoğan Tezci. "Adaptation of Teachers’ Self-Efficacy Towards Teaching Thinking Skills Scale Into English." Journal of Education and Training Studies 6, no. 11 (October 29, 2018): 260. http://dx.doi.org/10.11114/jets.v6i11.3630.

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Teaching thinking skills is core of the curriculum in many cultures. Although curricula have mutual points, the results were different from each other. Having different results of teaching thinking curriculums applied in different countries indicates importance of personal differences of teachers. Defining level of teacher’s self-efficacy makes a contribution to determining success level of curriculum. Developing a global scale contributes both researchers and practitioner while teaching thinking. The aim of this study is to adapt Teachers’ Self-efficacy towards Teaching Thinking Skills Scale (TSTS), developed in Turkish, into English. The scale consists of 20 items. Each item has 5 point Likert type. It has 3 factors as Design, Practice and Academic Competence. For this purpose, firstly linguistic equivalence was analyzed. For linguistic equivalence, both versions of the scale were applied to 28 candidate teachers of English with 20 day intervals. In the second step, Confirmatory Factor Analyses was administrated to data taken from 144 native English teachers. After the analysis, good level fitting indices were found. Cronbach Alpha coefficient value is .94. Construct validity (Convergence and Discriminating validity) study on correlations between sub-dimensions and average explained variance value has good sufficient level. Scale items were found discriminating. Results showed that English version of the scale was statistically valid and reliable.

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Elliott, Victoria. "Engaging curriculum: bridging the curriculum theory and English Education divide." English in Education 53, no. 3 (August 2, 2019): 266–71. http://dx.doi.org/10.1080/04250494.2019.1644871.

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MacLure, Maggie, and John Elliott. "Packaging the primary curriculum: textbooks and the English National Curriculum." Curriculum Journal 4, no. 1 (March 1993): 91–113. http://dx.doi.org/10.1080/0958517930040107.

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Pan, Yucen. "Gender Discrimination in Chinese Primary School Textbooks: Evidence in English Textbooks." Highlights in Business, Economics and Management 4 (December 12, 2022): 328–33. http://dx.doi.org/10.54097/hbem.v4i.3511.

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Textbook is an indispensable medium for students to acquire knowledge. The completeness of its content and the clarity of its logic are the reasons why it is used as a teaching aid in schools for so many years and not easy to replace. But behind the visible, intentional formal curriculum, there are hidden curriculums. Hidden curriculums include not only objective factors such as social environment, but also subjective factors such as people's subconscious and inherent impression. Through qualitative and quantitative methods, this research examines whether Chinese textbooks contain hidden curriculums with gender discrimination from some specific perspectives. In this research, data analysis and interviews are both included. The results have shown that gender discrimination exists in China’s English textbooks. Instead of appeal directly in the textbook, it appears in the form of hidden curriculum. Also, in the end of this paper, there will be some suggestions to textbooks writing team, and teachers in China.

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Onyango, Daniel Oduor, and Demetria Mkulu. "Effectiveness of Pre-School Teachers in Implementing English and Math Curricular in Nyamagana District, Tanzania." East African Journal of Education Studies 5, no. 1 (March 8, 2022): 117–25. http://dx.doi.org/10.37284/eajes.5.1.575.

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Teachers are key to effective implementation of the preschool curriculum, especially in areas related to the acquisition of basic literacy skills which are necessary foundations for other levels of education. The purpose of the study was to assess the effectiveness of preschool teachers in handling preschool English and Math curricula in the Nyamagana District. The study was guided by the following specific objectives to find out if preschool teachers have relevant skills in handling of preschool English curriculum and to establish whether preschool teachers had relevant skills in the teaching of the Math curriculum. The population for the study was 100 preschools. This included 100 head teachers and 410 preschool teachers. The sample for this study was 100, inclusive of included 20 head teachers and 82 teachers. Simple random sampling was used to select teachers and headteachers who took part in the study. Descriptive statistics was used to analyze quantitative data with the help of Statistical Package for Social Sciences (SPSS) version 20. Moreover, qualitative data was analyzed thematically. The responses from the open-ended part of the questionnaire were subjected to thematic analysis. The study found that majority of teachers had relevant skills in handling the preschool Math curriculum. However, some teachers could not handle certain aspects of the Math curriculum. Also, the study found out that the majority of preschool teachers could effectively implement the English language curriculum; however, a few teachers had challenges, such as using the medium of songs. The study recommended that there is a need to conduct workshops and refresher seminars for teachers in order to equip them with skills to effectively implement English and Math curricula in preschools.

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Farzi, Reza, and Olga Fellus. "Mission possible: Incorporating academic literacy and readiness into an English intensive program curriculum." OLBI Journal 12 (December 22, 2022): 263–83. http://dx.doi.org/10.18192/olbij.v12i1.6064.

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Students at Canadian universities who do not meet their program-specific language and academic requirements may be admitted to their programs with a condition to enrol in an intensive language program. While, in general, university-based language intensive programs aim to help students improve their general and academic language proficiency, our focus is to specifically enhance, foster, and render visible students’ academic literacy and academic readiness. We aim to bring forth some of the intricacies and complexities of curriculum design that are embedded within current theory and practice and address needs based nuances in teaching academic English to international students. In this article, we use a multi-dimensional framework to describe a case study of an academic institution that offers an English Intensive Program. curriculum. This program allows for, inter alia, the incorporation of multiple literacies including extra curricular activities to promote the development of a wide array of academic literacies in students enrolled in the English Intensive Program. Following a description of the theoretical framework, we discuss practical implications of including theory driven academic literacies into intensive language program curricula for different stakeholders.

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A. Al-kasi, Ashwag. "Evaluation of Teachers’ involvement in English curriculum design and development in the Saudi Public School." Arab World English Journal, no. 277 (August 15, 2021): 1–28. http://dx.doi.org/10.24093/awej/th.277.

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Involving English teachers in designing and developing curriculum leads to producing effective curriculum, therefore, efficient learning process of English. This exploratory study evaluated the English teachers’ involvement in designing curriculum in Saudi public schools. Also, it investigates how English teachers’ absence of the process of curriculum design impacts them and their learners. Then the study suggests the collaborative curriculum design method as an alternative. The sample consists of seven teachers and two supervisors. The data were collected and analyzed through qualitative research methods. The findings show that English teachers’ participation is restricted to evaluating the curriculum after implementing it. This narrow role limits the creativity and productivity of English teachers and their students

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

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

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Zhang, Zheng. "Canadian Literacy Curricula in Macau, China: Students’ Lived Curriculum." Beijing International Review of Education 1, no. 2-3 (June 29, 2019): 401–26. http://dx.doi.org/10.1163/25902539-00102010.

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This ethnographic case study documents students’ lived experience at a Canadian offshore school in Macau through students’ multimodal artifacts, interviews, and teacher-student interactions in English and Mandarin literacy classes. Undergirded by the theory of cosmopolitan literacies, this study revealed the opportunities at mcs for difference negotiation and fluid identity formation that were enabled by mcs’s curricular emphasis on celebrating multiculturalism and multimodality. However, interview and observation data showed that literacy practices in the English literacy classes also centered around pen to paper meaning-making. This study identified human and non-human actors that enabled and constrained students’ literacy and identity options in the unique cross-border education context in Macau, such as mcs’s multicultural reality, school’s curricular emphasis on celebrating multiculturalism and multimodality, individual teachers’ preferences in literacy practices, and the expectations of the standardized Alberta test. The paper discusses the pedagogical potentials of cosmopolitan literacies to expand transnational education students’ literacy and identity options.

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

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

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Astri, Zul. "BOOK REVIEW: ENGLISH CURRICULUM AND MATERIAL DEVELOPMENT." LLT Journal: A Journal on Language and Language Teaching 25, no. 2 (October 20, 2022): 758–61. http://dx.doi.org/10.24071/llt.v25i2.5160.

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This textbook, entitled "English Curriculum and Material Development," covers a variety of subjects in 11 Chapters. It is good for educational practitioners who are always in touch with the curriculum and syllabus. This book was written by a lecturer at the Ponorogo State Islamic Institute named Pryla Rochmawati. It consists of 4 main parts, namely Curriculum and Syllabus, Component of Curriculum, Curriculum in Indonesian Context, and Material Development. However, here I will briefly explain one by one the chapters contained in this book. Chapter 1 discusses the concept of curriculum and syllabus, including its definitions, the difference, kinds of the syllabus, and its importance in language teaching. Chapter 2 examines a component of the curriculum called Need Analysis. It discusses the definition, purpose, and targets, as well as the steps and techniques for doing a need analysis. Chapter 3 is concerned with the conceptualization of aims, goals, and objectives. Chapter 4 discusses Assessment and Testing, emphasizing the how and why of assessment and testing. Chapter 5 covers materials as a component of the curriculum. This section discusses the basis for material design, the material blueprint, and the origins of materials. Chapter 6 focuses on the teaching concept, which encompasses the roles of institutions, teachers, the teaching and learning process, and the application of curriculum through lesson plans. Chapter 7 examined the concept of evaluation. It discusses the approaches, purpose, and procedures used in conducting curriculum evaluation. Chapter 8 discusses the curriculum and syllabus in the Indonesian context. Chapter 9 discusses the SMA/MA English curriculum, including the syllabus and lesson plans for this grade. Chapter 10 focuses on the SMP/MTs level curriculum, including the syllabus and lesson plans for this grade. Finally, Chapter 11 examines the concept of material development in English language teaching. This textbook is intended to augment the teaching and learning processes in the English Curriculum and Material Development course, as well as to encourage students to be active and motivated learners.

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

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

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

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

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Mackenzie, Jim. "The English Literature Curriculum: Some Changes." Educational Practice and Theory 19, no. 1 (January 1, 1997): 57–67. http://dx.doi.org/10.7459/ept/19.1.07.

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

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

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Beavis, C. "Writing, digital culture and English curriculum." L1 Educational Studies in Language and Literature 07, Running Issue, no. 4, Special Issue (October 2007): 23–44. http://dx.doi.org/10.17239/l1esll-2007.07.04.03.

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Probst, Robert E. "Adolescent Literature and the English Curriculum." English Journal 76, no. 3 (March 1987): 26. http://dx.doi.org/10.2307/818533.

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Lake, Patricia. "Sexual Stereotyping and the English Curriculum." English Journal 77, no. 6 (October 1988): 35. http://dx.doi.org/10.2307/818611.

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Adeyemi, Deborah Adeninhun, and Maureen Sindisiwe Kalane. "English in Botswana Junior Secondary Curriculum." International Journal of Educational Sciences 3, no. 2 (December 2011): 119–27. http://dx.doi.org/10.1080/09751122.2011.11890016.

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

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Dixon, John. "Categories to Frame an English Curriculum?" English in Education 28, no. 1 (March 1994): 3–8. http://dx.doi.org/10.1111/j.1754-8845.1994.tb00696.x.

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Davies, Julia. "New literacies and the English curriculum." English in Education 44, no. 2 (June 2010): 169–71. http://dx.doi.org/10.1111/j.1754-8845.2010.01066.x.

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Scholes, R. "The English Curriculum after the Fall." Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 10, no. 1 (November 30, 2009): 229–40. http://dx.doi.org/10.1215/15314200-2009-034.

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Kress, Gunther. "An English Curriculum for the Future1." Changing English 1, no. 2 (March 1994): 97–109. http://dx.doi.org/10.1080/1358684940010208.

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

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Ross, Carolyn Tuten. "Curriculum Connections: The English-Economics Connection." Kappa Delta Pi Record 33, no. 4 (July 1997): 153. http://dx.doi.org/10.1080/00228958.1997.10532011.

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Journal articles on the topic 'English curriculum'

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