Gotowe bibliografie tematyczne / English curriculum

Gotowa bibliografia na temat „English curriculum”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 26 stycznia 2023

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Artykuły w czasopismach na temat "English curriculum"

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Mo, Haiwen, i Fengjuan Luo. "A Study of the Construction of English Hidden Curriculums at Primary Schools in China". English Language Teaching 12, nr 9 (16.08.2019): 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, i Morgan S. Polikoff. "Do English Language Development Curriculum Materials Matter for Students’ English Proficiency?" SAGE Open 11, nr 3 (lipiec 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, nr 1 (maj 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, nr 6 (13.12.2022): 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 i Kang-Fan Jen. "Non-native english speaking elementary ell teachers’ culturally responsive leadership profile in an ESL context". Colombian Applied Linguistics Journal 14, nr 2 (20.12.2012): 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 i Ika Kana Trisnawati. "Integrating English subject materials into Islamic boarding school curriculum context: Insights from Aceh, Indonesia". Studies in English Language and Education 9, nr 2 (23.05.2022): 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, nr 3 (30.09.2015): 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, i Absharini Kardena. "Curriculum Approach used in Teaching English : A Case Study". JADEs Journal of Academia in English Education 3, nr 2 (29.12.2022): 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, nr 1and2 (2018): 5. http://dx.doi.org/10.5958/2454-1753.2018.00002.8.

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Galvão, Ana Sara, i Claudia Jotto Kawachi-Furlan. "English teacher education and early childhood education: Curricular strategies in Brazilian federal universities". Revista Horizontes de Linguistica Aplicada 20, nr 2 (25.11.2021): 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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Rozprawy doktorskie na temat "English curriculum"

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McNaught, Allison Joan. "War, peace and the English curriculum". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0033/NQ49858.pdf.

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Green, William Charles. "After the New English: Cultural politics and English curriculum change". Thesis, Green, William Charles (1991) After the New English: Cultural politics and English curriculum change. PhD thesis, Murdoch University, 1991. https://researchrepository.murdoch.edu.au/id/eprint/51513/.

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The focus of this study is on what is called the New English, a specific line of development in English teaching since the watershed period of the 1960s. Recently characterized as the 'ascendant paradigm' in language education in the North American context, in Australia and the United Kingdom it has until very recently been acknowledged as the dominant-hegemonic tradition in English teaching, arguably reaching its apotheosis in the late 1970s and early to mid 1980s. Since the mid 1970s, however, there has been extensive debate regarding literacy pedagogy and the English subjects, and allegedly a 'crisis' in English teaching more generally. This is something which has been driven and contextualized by the cultural and ideological offensives of the New Right, as a significant new force in educational politics. At the same time, there have been significant challenges issued to the Dartmouth tradition in English teaching— the New English, in short—, stemming from new initiatives in linguistic and literary theory, and new forms of cultural and political analysis in educational studies. That is, the politico-theoretical conditions of English curriculum change have undergone a marked transformation in recent times, and this has had specific and quite decisive implications for the discourse on English teaching which is at issue here. It is, however, the thesis of this study that the New English represents an important, if clearly limited, moment in the larger discourse on English teaching, as a central feature of the social apparatus of State-sponsored mass compulsory schooling. Moreover, current debates concerning the nature of English teaching indicate a major crisis in the organizing principles of curriculum and schooling, in accordance with both the collapse of longstanding ideological settlements and the emergence of what can be appropriately described as postmodern educational culture. For this reason, struggles over the definition of the subject-discipline and the politics and processes of English curriculum change are of particular interest for critical curriculum studies. It is contended, further, that the New English represents an exemplary instance of what must be recognized as a contradictory politics, involving both positive and progressive features on the one hand, and negative and increasingly reactionary features, on the other. Given this, the future of English teaching as a key strategy in the project of critical-democratic schooling is dependent on appropriate forms of deconstruction and critique, specifically with regard to the New English, and the assertion of English teaching as a significant form of cultural politics. The study accordingly examines aspects of the positioning of the New English within the wider field of educational and cultural politics, and documents some of the consequences and missed opportunities associated with the failure of the New English, a failure both to fully realize its own radical possibilities and to recognize the changing conditions underlying contemporary curriculum and schooling, in what is clearly an emergent cultural-ideological formation predicated on new principles of social integration and moral order. The study concludes with a brief assessment of new possibilities for English curriculum praxis in postmodern conditions, suggesting that the notions of rhetoric and cultural studies are important considerations in and for the reconstruction of English teaching as critical-postmodernist pedagogy.
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Morrison, Jennifer L. "Negotiating the New Zealand English curriculum : a qualitative model of eight secondary English teachers' classroom practice and response to the English curriculum". Thesis, University of Canterbury. School of Educational Studies and Human Development, 1997. http://hdl.handle.net/10092/2295.

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Negotiating the New Zealand English Curriculum, opening with a contextualised look at the history and current educational environment surrounding secondary practice under the English Curriculum, describes how secondary English classroom practice in forms 3 to 7 relates to the principles of the English Curriculum set out in the Ministry of Education document, English in the New Zealand Curriculum (Ministry, 1994). Semi-structured, in-depth interviews with eight Canterbury teachers were used to provide the basis for a qualitative analysis, and use is also made of current literature, evaluative studies in the area, school documents and key figures in the English Curriculum development process and debate. Because it was found that the English Curriculum does not to impact participants' individual pedagogy directly and that, in this context, classroom practice and response to the English Curriculum are intimately connected, the researcher presents a Model ofthe Factors Influencing Classroom Practice and Response to the English Curriculum. Factors in the Model include Experience, Management Purposes, Consciousness of Professional Environment, Teacher Interests, Context Constraints, Students and Teacher Beliefs. Students and Teacher Beliefs, two of the more significant factors, are examined with more detail in individual chapters. The author concludes with a theoretical discussion of the curriculum-practice relationship, as well as a brief look at implications of the Model for professional development.
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Cheng, Sze-chiu. "The school-based curriculum tailoring scheme : a case study of curriculum formation and transformation /". Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21185104.

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Tse, Oi-yu Eileen. "The vocational English curriculum : a case study of the implementation of a new curriculum /". Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2227778X.

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Stoop, Graham Charles. "The management of knowledge : text, context, and the New Zealand English curriculums, 1969-1996". Thesis, University of Canterbury. Education, 1998. http://hdl.handle.net/10092/1045.

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This is a study of the New Zealand English curriculums, 1969-1996. The study is organised around three phases of reform: the initial changes made to the teaching of English in the first three years of secondary school; the later reform of the senior-school English syllabus; the more recent development of an integrated national curriculum statement for the teaching of English. These reforms are charted in a narrative fashion, although the thesis does not purport to be a full history of English teaching in the period under review. Instead, the various developments and changes to English teaching in New Zealand secondary schools, during a thirty year period, are contextualised under the interpretative paradigm: the management of knowledge. It is argued herein that knowledge, and, in this case, the subject English, has been managed - consciously and unconsciously - in the interests of dominant socio-cultural and socio-economic groups. I aver that even alleged progressive developments in the pedagogy of classroom life have been routinised in the curriculum statements. Consequently, there has been an official sanctioning of established or conservative perspectives on the way English language and literature should be taught, thus often denying the emancipatory themes of respect for the human subject and human agency. My contention is advanced and supported through a careful examination of the curriculum text discourses, and, in several instances, through an examination of the transmission process from the draft statement to the published statement. I am therefore able to argue that the English curriculums must be understood as part of wider social and political processes: the curriculums are produced, managed and reproduced. The influences of the social environment and, in particular, the ideological struggle between State and society, are to be found in the English teaching discourse. This notion is captured in the subtitle of the study: text and context. The thesis concludes with a brief, personal reflection on how an English curriculum might be theorised so that it does not impose on students a definition of reality that declares the values and symbols of the social elites. I assert that an understanding of discourse, or the discourses of knowledge, can provide a way forward for the theorising of the subject English.
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Rioux, Robyn. "English language learners and the development of the English language learner curriculum". [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:160.

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Davies, Robert Mark. "Saskatchwan's secondary English curriculum, a postcolonial analysis of English Language Arts B30". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ35830.pdf.

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

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Thesis (MEd)--Stellenbosch University, 2013.
Includes glossary of terms
ENGLISH ABSTRACT: In the study presented, two English curriculum documents were analysed, one from South Africa and the other from Lesotho. The analysis was focused on English first additional language curriculum documents for what is known as Grade 12 in South Africa and Form E in Lesotho. The two curricula are both informed by Communicative Language Teaching (CLT), with the concept of communicative competence, which is the ability to use the linguistic system effectively and appropriately, at its core. The two curricula are distinguished from each other as being locally developed (South Africa) and internationally developed (Lesotho) curriculum documents. Research contributions on the role that English plays in today‟s language learning and teaching context introduce the study . An overview is provided of the CLT appr oach and the essentials and difficulties perceived in CLT introduction in Africa and particularly Southern Africa. Jacobs and Farrell‟s (2003) evaluative framework for CLT is proposed as an indication of the extent to which CLT is evident in curricula. Ag ainst this background, the question arises of how CLT is realised in English first additional language curriculum documents for Grade 12 in South Africa and for Form E in Lesotho . In answering the question, a qualitative content analysis method that sets in interpretivist paradigm is employed for analysis of the curricula, and coding is applied using the evaluative framework proposed by Jacobs and Farrell (2003). The analysis attempts to evaluate the two English first additional language curriculum documents (curricula plans ). First, an exploration of the structures of the two curriculum documents was done. Second, the evaluation of the curricula against Jacobs and Farrell‟s (2003 :10 ) “ eight changes in language teaching and learning ” followed. Third, the comparison of the two curricula was carried out. Evaluation and comparison processes were carried out for the purpose of determining which of the two curricula best realises CLT. Reflecting on what is needed in the choice of English first additional language curricula, the conclusion is reached that (a) curricula need to be explicit in describing texts for language teaching, (b) they need to include oral and listening proficiency, and (c) a locally developed curriculum realises the CLT elements better than an internationally developed curriculum document. This means that learners‟ needs are be tter accommodated when local context and situations are in use. With this, learners bring their learning experiences as close as possible to their own real-life situations and thereby contribute towards language development.
AFRIKAANSE OPSOMMING: Hierdie studie analiseer twee kurrikulumdokumente vir die onderrig van Engels: een Suid-Afrikaans en die ander van Lesotho. Die analise fokus op Engels as eerste addisionele taal kurrikula vir wat as Graad 12 bekend staan in Suid-Afrika en as Vorm E in Lesotho. Beide kurrikula is in die Kommunikatiewe Taalonderrigtradisie ontwikkel; ʼn tradisie wat vereis dat die taalstruktuur effektief in realistiese situasies gebruik word. Die twee kurrikula word onderskei deur die feit dat die Suid-Afrikaanse een plaaslik ontwikkel is en die Lesotho onderwyssisteem gebruik ʼn internasionaal - ontwikkelde kurrikulum, die Cambridge Overseas English Certificate. Die studie word ingelei deur ʼn bespreking oor die r ol wat Engels speel in die huidige leer- en onderrigkonteks. ʼn Oorsig word gegee van Kommunikatiewe Taalonderrig (KTO), gevolg deur ʼn bespreking van die elemente en probleme wat ervaar word met KTO in Afrika en in Suider- Afrika in die besonder. ʼn Raamwerk, voorgestel deur Jacobs en Farrell (2003) vir die evaluering van KTO, word voorgestel as ʼn aanduiding van die mate waartoe kurrikula die beginsels en praktyke van KTO insluit. Die probleem wat hierdie studie bestudeer is die mate waartoe KTO manifesteer in die Graad 12 Engels Eerste Addisionele Taal kurrikulum in Suid-Afrika en in die Vorm E kurrikulum, die Cambridge Overseas English Certificate, in Lesotho. Die navorsingsbenadering is interpretatief en kwalitatiewe inhoudsanalise word gebruik om die kurrikula te analiseer. Deur die raamwerk van Jacobs en Farrell (2003) te gebruik, word dit moontlik om die twee kurrikulum dokumente te analiseer en te vergelyk . As ʼn eerste stap word die struktuur van beide dokumente bespreek, gevolg deur ʼn evaluering van elke kurrikulum in terme van die agt veranderings in onderrig en leer wat veronderstel is om KTO te karakteriseer (Jacobs en Farrell 2003:10). Hierdie twee stappe is nodig om die finale vergelyking van die twee kurrikula te kan doen sodat die mate waartoe hulle KTO manifesteer, aangedui kan word. Hierdie analise kom tot die gevolgtrekking dat die Engels eerste addisionele taalkurrikulum in Lesotho (a) duideliker riglyne moet verskaf vir die aard van tekste wat vir Engels taalonderrig gebruik kan word, (b) dat hierdie kurrikulum mondelinge- en luistervaardighede moet insluit en (c) dat die plaaslik-ontwerpte, Suid-Afrikaanse kurrikulum beter rekenskap gee van KTO as die Cambridge Overseas English Certificate, die internasionaal-ontwikkelde dokument wat in Lesotho gebruik word. As gevolg van die vergelyking met die Jacobs en Farrell raamwerk, blyk dit dat leerders se behoeftes beter ondervang kan word wanneer plaaslike kontekste en situasies gebruik word omdat leerders op hulle eie leerervarings kan staatmaak om hulle taalvermoë te ontwikkel.
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Williamson, John Roxburgh. "Aspects of children's language in National Curriculum English". Thesis, University of Newcastle Upon Tyne, 1997. http://hdl.handle.net/10443/752.

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No subject in the National Curriculum has been the source of more controversy than English. It has been at the heart of fierce debates in the political arena, amongst the policy makers responsible for the National Curriculum, in the academic world and in the media. Underlying these arguments have been, on the one hand, an agreement that English is a subject of special importance in the curriculum and, on the other, often profound disagreements about what the nature of that subject ought to be. At the same time, there has been a tendency for policy to be made without reference to evidence about the necessity, the feasibility or even the desirability of the proposals being put forward. In the main, the work presented in this submission provides evidence relevant to the National Curriculum for English as it has developed over the last six years.
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Książki na temat "English curriculum"

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Curriculum Committee for English., Ireland. Department of Education and Science. i National Council for Curriculum and Assessment., red. English: Curriculum. Dublin: Stationery Office, 1999.

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Burns, David. Film, English, curriculum. (UK): Film Education, 1990.

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Burns, David. Film, English, curriculum. [London: Film Education, 1990.

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Blott, Anne. The development of CEGEP English curriculum: Renewing English curriculum. Ville St. Laurent, Que: Direction des services pédagogiques du Collège Vanier, 1991.

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Ohio. Dept. of Education. English language arts curriculum. Columbus, OH: Dept. of Education, 1985.

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Branch, Alberta Curriculum. English 30: Curriculum specification. [Edmonton, Alta.]: Curriculum Branch, Alberta Education, 1986.

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Council, National Curriculum. English in the National Curriculum. York: NCC, 1993.

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Keen, John. Language and the English curriculum. Buckingham [England]: Open University Press, 1992.

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Council, National Curriulum. English in the National Curriculum. York: NCC, 1993.

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Massachusetts. Dept. of Education. English language arts: Curriculum framework. Malden, Mass: The Dept., 1997.

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Części książek na temat "English curriculum"

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Beyer, Charlotte. "Introduction: Decolonising English". W Decolonising the Literature Curriculum, 1–21. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-91289-5_1.

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

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Chen, Julia, Christy Chan i Angela Ng. "English across the curriculum". W Localizing Global English, 84–103. London ; New York : Routledge, 2020. | Series: Routledge critical studies in Asian education: Routledge, 2020. http://dx.doi.org/10.4324/9781003082705-7.

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Kneen, Judith. "English across the curriculum". W A Practical Guide to Teaching English in the Secondary School, 168–77. Wyd. 2. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003093060-19.

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Baldwin, Lisa. "Leading the English curriculum". W Leading English in the Primary School, 39–52. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780203731444-4.

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Didau, David. "Connecting the curriculum". W Making Meaning in English, 312–34. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003104162-12.

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Lamie, Judith M. "Curriculum Change". W Evaluating Change in English Language Teaching, 39–59. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230598638_3.

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Ke, I.-Chung. "Curriculum changes". W Globalization and English Education in Taiwan, 50–99. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003199984-4.

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Ke, I.-Chung. "Curriculum changes". W Globalization and English Education in Taiwan, 50–99. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003199984-4.

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Eckstein, Grant, Norman W. Evans, K. James Hartshorn i Benjamin L. McMurry. "Defining Curriculum". W Curriculum Development for Intensive English Programs, 18–34. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003306122-2.

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Streszczenia konferencji na temat "English curriculum"

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Savić, Vera. "INTEGRATING MATHEMATICS CONTENT INTO PRIMARY ENGLISH CURRICULUM THROUGH CONTENT-BASED INSTRUCTION". W Metodički aspekti nastave matematike. University of Kragujevac, Faculty of Education in Jagodina, 2021. http://dx.doi.org/10.46793/manm4.191s.

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Success in learning a foreign language is seen as the ability to use a foreign language in a variety of life contexts. Integration of mathematics content into a grade-appropriate English curriculum has the potential to enlarge the possibilities for young learners to experience more authentic and meaningful communication and more varied life-like interaction in a number of content-based activities. The aim of the paper was to study mathematics content in international coursebooks used for teaching English as a foreign language (EFL) in grades 1–4 in Serbian primary schools and to explore the means for integrating mathematics content into English classes. The study was based on a content analysis of seven EFL coursebook sets and focused on mathematics content analysis in relation to six study questions. The results revealed four distinct key content integration categories and showed that some of the coursebooks surveyed in the study contain mathematics content that is well integrated into language curriculum and supports deeper learning of both mathematics and language through cross-curricular links. However, the results also indicated that mathematics content in the coursebooks surveyed is mainly not grade appropriate or cognitively challenging enough, which requires EFL teachers to provide more materials for expanding the cross-curricular links. Pedagogical implications of the study refer to EFL teachers’ professional development needs for enhancing their own skills to implement content-based instruction by introducing creative and motivating content-based and grade appropriate materials and tasks into their classrooms and thus engage the flexible minds of young learners in a holistic learning experience.
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Hu, Po, Tingting He i Hai Wang. "Research on Curriculum Design of Computer English". W 2009 First International Workshop on Education Technology and Computer Science. IEEE, 2009. http://dx.doi.org/10.1109/etcs.2009.218.

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Qiao, Lige. "Approaches of Current College English Curriculum Reform". W 2018 4th International Conference on Education Technology, Management and Humanities Science (ETMHS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/etmhs-18.2018.80.

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Kemp, Peter E. J., Miles G. Berry i Billy Wong. "The New Computing Curriculum in English Schools". W SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3159450.3162257.

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Darsih, M.Pd, Endang. "English Teachers' Understanding of the 2013 Curriculum". W Ninth International Conference on Applied Linguistics (CONAPLIN 9). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/conaplin-16.2017.54.

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Hu, Sisi. "A Study on Learners' Needs Analysis in Curriculum Setting Based on College English Curriculum of Non-English Major Students". W 2017 4th International Conference on Education, Management and Computing Technology (ICEMCT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemct-17.2017.144.

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Limpo, Ridwan, i Djuwairiah Ahmad. "Developing Descriptive Text Materials Dealing with 2013 Curriculum for the Seventh Grade Students". W 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008218403670371.

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Zhao, Xueai, i Na Zhi. "Integration of information technology and College English curriculum". W 2011 International Conference on Electrical and Control Engineering (ICECE). IEEE, 2011. http://dx.doi.org/10.1109/iceceng.2011.6056974.

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Dinata, Annisa, i Hermawati Syarif. "English Teachers’ Competences in Implementing the 2013 Curriculum". W Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icesshum-19.2019.153.

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Coleman, Natoya. "Building Bridges: Developmental Supervision and Secondary English Curriculum". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1585342.

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Raporty organizacyjne na temat "English curriculum"

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Lavadenz, Magaly, Elvira Armas i Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz i Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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Olsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.

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Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMISE Model increased use of EL specific research-based approaches to student grouping, placement, instruction, school structures, curriculum choices, program design and practices in addition to more knowledgeable and advocacy-oriented leaders and distributive leadership. The brief presents five lessons learned that contribute to a deeper understanding of the impact of a school reform model on English Learners. Two policy recommendations include: 1) broadly disseminate research on effective EL education and provide an infrastructure of support with EL expertise; and 2) adopt the PROMISE Model or components of the model as a viable school improvement strategy.
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Rodriguez-Segura, Daniel, i Isaac Mbiti. Back to the Basics: Curriculum Reform and Student Learning in Tanzania. Research on Improving Systems of Education (RISE), czerwiec 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/099.

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In 2015, the Tanzanian government implemented a curriculum reform that focused instruction in Grades 1 and 2 on the “3Rs”—reading, writing, and arithmetic. Consequently, almost 80 percent of the instructional time in these grades was mandated towards foundational literacy in Kiswahili and numeracy skills. Other subjects such as English were no longer taught. Using student-level panel data, we evaluate the effect of this policy on learning outcomes using a difference-in-differences approach which leverages the variation in the timing of implementation across grade levels and cohorts impacted by the policy. We find that the policy increased learning by around 0.20 standard deviations in Kiswahili and math test scores one year after the start of the reform. Timely teacher training on the new curriculum was associated with even larger effects. Evaluating longer term outcomes, we find suggestive evidence that the reform decreased the dropout rate of children up to four years later. However, this was also accompanied with lower average passing rates in the national Grade 4 examination due to compositional changes as low-performing students became less likely to dropout.
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Atuhurra, Julius, i Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), grudzień 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.

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Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uganda, for example, only four of the fourteen topics in the English curriculum standards appear on the primary leaving exam, and two of the highest-priority topics in the standards are completely omitted from the exams. In Tanzania, only three of fourteen English topics are covered on the exam, and all are assessed at the “memorization” level. Rather than aligning with either the curriculum standards or exams, teachers’ classroom instruction is poorly aligned with both. Teachers tend to cover broad swathes of content and levels of cognitive demand, unrelated to the structure of either the curriculum standards or exams. An exception is Uganda mathematics, for which standards, exams, and teacher instruction are all well aligned. By shedding light on alignment deficits in the two countries, these results draw attention to a policy area that has previously attracted little (if any) attention in many developing countries’ education policy reform efforts. In addition to providing empirical results for Uganda and Tanzania, this study provides a proof-of-concept for the use of the SEC methodology as a diagnostic tool in developing countries, helping education systems identify areas of instructional (in)coherence and informing efforts to improve coherence for learning.
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Olsen, Laurie, Elvira Armas i Magaly Lavadenz. A review of year 2 LCAPs: A weak response to English Learners. Center for Equity for English Learners, 2016. http://dx.doi.org/10.15365/ceel.lcap2016.1.

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A panel of 32 reviewers analyzed the Local Control and Accountability Plans (LCAPs) of same sample of 29 districts for the second year of implementation of the 2013 California Local Control Funding Formula (LCFF). Using the same four questions as the Year 1 report, the Year 2 analysis also addresses the key differences between first and second-year LCAPs. Key findings from the Year 2 LCAPs review include: (1) similarly weak responses to the needs of ELs by LEAs in Year 2; (2) some improvement in clarity about services provided to ELs in some areas, though most evidence was weak; (3) minimal attention to the new English Language Development Standards; (4) minimal investment in teacher capacity building to address EL needs; (5) lack of attention to coherent programs, services and supports for ELs and failure to address issues of program and curriculum access; (6) weak engagement of ELs’ parents in LCAP process and content of LCAP plans; (7) poor employment of EL data to inform LCAP goals and weak use of EL indicators as an LCAP accountability component; (8) lack of specificity in describing district services and site allocations for supplemental and concentration funding; and (9) difficulty identifying the coherence of responses of EL needs in year 2 LCAPs. Overall, the analysis of the 29 LCAPs continue to signal a weak response to EL needs. The authors reassert the urgency of the recommendations in the Year 1 report, offer additional specific recommendations for the state, county offices of education, and districts, and call upon the state to reaffirm the equity commitment in the LCFF design.
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Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Kateryna O. Lebedieva, Vira M. Andriievska i Andrey V. Pikilnyak. Training elementary school teachers-to-be at Computer Science lessons to evaluate e-tools. [б. в.], lipiec 2020. http://dx.doi.org/10.31812/123456789/3890.

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The study purpose is to develop methodological support for students’ training for evaluation e-tools for young learners and to check its effectiveness experimentally. The module “Expert evaluation of the quality of e-tools for young learners” is offered for teachers-to-be. The determination of the weighting factor of each criterion by expert evaluations was organized. Educational principles, correlation e-tool content with the curriculum, interactivity, multimedia, assistance system, ergonomic requirements are mentioned. On the basis of the criterion rank, the significance of each criterion was calculated. The indicators to determine the level of preliminary expert evaluations of e-tools are proposed. The results are calculated with nonparametric methods of mathematical statistics, in particular, Pearson’s criterion χ2. The conclusion is the expert evaluation has different activity stages, gradually becoming a common phenomenon. Training teachers-to-be for e-tool expert evaluation at Computer Science, Mathematics, English is a complex process.
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Buitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, wrzesień 2022. http://dx.doi.org/10.16925/gcnc.23.

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This module, aimed at helping both English as a Foreign Language (EFL) teachers and their students, is the result of a qualitative, applied, transversal and constructivist research conducted with Open Lingua teachers. One of the objectives of said research was to establish the factors that favored and hindered the curriculum integration of open access bilingual dictionaries in that specific EFL context in order to design and implement some pedagogical and didactic initiatives that would foster the effective use of those lexical tools. The present module was a fundamental element within the series of proposals that arose along the research. Its main objective was to provide the teachers with the necessary conceptual knowledge and didactic strategies and resources to teach their students how to use that kind of online dictionary with higher degrees of ease, enjoyment, and efficiency, and, thus, to reduce the frequency of look up errors. This module offers a variety of digital resources, handouts, and hands-on and assessment activities that can greatly facilitate their job when teaching dictionary skills to their students.
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Adeniran, Adedeji, Dozie Okoye, Mahounan P. Yedomiffi i Leonard Wantchekon. COVID-19 Learning Losses, Parental Investments, and Recovery: Evidence from Low-Cost Private Schools in Nigeria. Research on Improving Systems of Education (RISE), grudzień 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/120.

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About 2 billion children were affected by school closures globally at the peak of the COVID-19 pandemic. This has led to documented learning losses while children were out of school, and an especially precarious future academic path for pupils in developing countries where learning and continued enrolment remain important issues. There is an urgent need to understand the extent of these learning and enrolment losses, and possible policy options to get children back on track. This paper studies the extent of learning losses and recovery in Africa's most populous country, Nigeria, and provides some evidence that a full recovery is possible. Using data from a random sample of schools, we find significant learning losses of about .6 standard deviations in English and Math. However, a program designed to slow down the curriculum and cover what was missed during school closures led to a rebound within 2 months, and a recovery of all learning losses. Students who were a part of the program do not lag behind one year later and remain in school.
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Ngan, Kirsten. English Language Teaching and Curricula in the People's Republic of China. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.6683.

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