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Artykuły w czasopismach na temat "English curriculum"
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.
Pełny tekst źródłaLê, 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.
Pełny tekst źródłaBelas, 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.
Pełny tekst źródłaLiu, 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.
Pełny tekst źródłaEkiaka 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.
Pełny tekst źródłaHabiburrahim, 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.
Pełny tekst źródłaAlghazo, 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.
Pełny tekst źródłaSelja 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.
Pełny tekst źródłaJain, 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.
Pełny tekst źródłaGalvão, 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.
Pełny tekst źródłaRozprawy doktorskie na temat "English curriculum"
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.
Pełny tekst źródłaGreen, 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/.
Pełny tekst źródłaMorrison, 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.
Pełny tekst źródłaCheng, 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.
Pełny tekst źródłaTse, 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.
Pełny tekst źródłaStoop, 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.
Pełny tekst źródłaRioux, 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.
Pełny tekst źródłaDavies, 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.
Pełny tekst źródłaKobo, 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.
Pełny tekst źródłaIncludes 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.
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.
Pełny tekst źródłaKsiążki na temat "English curriculum"
Curriculum Committee for English., Ireland. Department of Education and Science. i National Council for Curriculum and Assessment., red. English: Curriculum. Dublin: Stationery Office, 1999.
Znajdź pełny tekst źródłaBurns, David. Film, English, curriculum. (UK): Film Education, 1990.
Znajdź pełny tekst źródłaBurns, David. Film, English, curriculum. [London: Film Education, 1990.
Znajdź pełny tekst źródłaBlott, Anne. The development of CEGEP English curriculum: Renewing English curriculum. Ville St. Laurent, Que: Direction des services pédagogiques du Collège Vanier, 1991.
Znajdź pełny tekst źródłaOhio. Dept. of Education. English language arts curriculum. Columbus, OH: Dept. of Education, 1985.
Znajdź pełny tekst źródłaBranch, Alberta Curriculum. English 30: Curriculum specification. [Edmonton, Alta.]: Curriculum Branch, Alberta Education, 1986.
Znajdź pełny tekst źródłaCouncil, National Curriculum. English in the National Curriculum. York: NCC, 1993.
Znajdź pełny tekst źródłaKeen, John. Language and the English curriculum. Buckingham [England]: Open University Press, 1992.
Znajdź pełny tekst źródłaCouncil, National Curriulum. English in the National Curriculum. York: NCC, 1993.
Znajdź pełny tekst źródłaMassachusetts. Dept. of Education. English language arts: Curriculum framework. Malden, Mass: The Dept., 1997.
Znajdź pełny tekst źródłaCzęści książek na temat "English curriculum"
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.
Pełny tekst źródłaGorlewski, 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.
Pełny tekst źródłaChen, 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.
Pełny tekst źródłaKneen, 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.
Pełny tekst źródłaBaldwin, 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.
Pełny tekst źródłaDidau, 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.
Pełny tekst źródłaLamie, 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.
Pełny tekst źródłaKe, I.-Chung. "Curriculum changes". W Globalization and English Education in Taiwan, 50–99. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003199984-4.
Pełny tekst źródłaKe, I.-Chung. "Curriculum changes". W Globalization and English Education in Taiwan, 50–99. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003199984-4.
Pełny tekst źródłaEckstein, 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.
Pełny tekst źródłaStreszczenia konferencji na temat "English curriculum"
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.
Pełny tekst źródłaHu, 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.
Pełny tekst źródłaQiao, 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.
Pełny tekst źródłaKemp, 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.
Pełny tekst źródłaDarsih, 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.
Pełny tekst źródłaHu, 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.
Pełny tekst źródłaLimpo, 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.
Pełny tekst źródłaZhao, 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.
Pełny tekst źródłaDinata, 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.
Pełny tekst źródłaColeman, 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.
Pełny tekst źródłaRaporty organizacyjne na temat "English curriculum"
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.
Pełny tekst źródłaArmas, 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.
Pełny tekst źródłaOlsen, 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.
Pełny tekst źródłaRodriguez-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.
Pełny tekst źródłaAtuhurra, 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.
Pełny tekst źródłaOlsen, 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.
Pełny tekst źródłaOlefirenko, 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.
Pełny tekst źródłaBuitrago-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.
Pełny tekst źródłaAdeniran, 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.
Pełny tekst źródłaNgan, 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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