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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.
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 źródłaParker, Gemma Louise. "Teacher agency : curriculum development in English primary academies". Thesis, University of Newcastle upon Tyne, 2017. http://hdl.handle.net/10443/3975.
Pełny tekst źródłaMacintyre, Margaret. "Promises, Promises: The National English Curriculum in Context". Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/88134.
Pełny tekst źródłaMooneyham, John C. "Instructional Strategies for Young English Learners". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5922.
Pełny tekst źródłaBrown, Clara Lee, Natalia Ward i Benjamin H. Nam. "“Only English Counts”: The Impact of English Hegemony on South-Korean Athletes". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5937.
Pełny tekst źródłaTay, Michelle Karen. "Curriculum adaptation in the English curriculum by the Singapore International School in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961964.
Pełny tekst źródłaTse, Oi-yu Eileen, i 謝靄愉. "The vocational English curriculum: a case study of the implementation of a new curriculum". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961988.
Pełny tekst źródłaZhou, Joe Y. Kennedy Larry DeWitt Davidson Raymond. "Teaching revision in the writing curriculum of postsecondary education". Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9507290.
Pełny tekst źródłaTitle from title page screen, viewed March 22, 2006. Dissertation Committee: Larry D. Kennedy, Raymond A. Davidson (co-chairs), Patricia H. Klass, Barbara L. Nourie. Includes bibliographical references (leaves 85-90) and abstract. Also available in print.
Ward, Natalia, Clara Lee Brown, Robin F. Scheil i Betty Thomason. "Making Meaningful Inquiry Possible for English Learners". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5947.
Pełny tekst źródłaMims, Pamela J. "English Language Arts, Introductory Kit". Digital Commons @ East Tennessee State University, 2013. https://amzn.com/B00DWIZ138.
Pełny tekst źródłaMooneyham, John C. "Instructional Strategies for Elementary English Learners". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5921.
Pełny tekst źródłaRomo, Abel Javier. "An English for Specific Purposes Curriculum to Prepare English Learners to Become Nursing Assistants". Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1407.pdf.
Pełny tekst źródłaYoung, David A. "Pupils, teachers and a changing English curriculum 14-16". Thesis, University of Nottingham, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278923.
Pełny tekst źródłaBissett, Andrew Keith. "The business of English universities : business models and curriculum". Thesis, Sheffield Hallam University, 2013. http://shura.shu.ac.uk/19357/.
Pełny tekst źródłaYu, Hsien-Yu. "Computer-assisted English as a foreign language curriculum design". CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1311.
Pełny tekst źródłaA, Rahman Nor Haslynda. "From curriculum reform to classroom practice : an evaluation of the English primary curriculum in Malaysia". Thesis, University of York, 2014. http://etheses.whiterose.ac.uk/7511/.
Pełny tekst źródłaLee, Siu-fan. "An investigation of teacher's interpretations of target oriented assessment in English language". Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21160855.
Pełny tekst źródłaMyhill, Debra Ann. "Self-assessment in English at key stage 3". Thesis, University of Exeter, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261204.
Pełny tekst źródłaBrauer, Lydia K. "Contemporary constructions of English texts: a departmental case study of secondary English domains". The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1151259726.
Pełny tekst źródłaMai, Hwai-min Aminah. "Grammar pedagogy and the task-based curriculum Hong Kong teachers' beliefs and practices /". Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B3196347X.
Pełny tekst źródłaWilbur, Helen. "Commemoration and Curriculum:". ScholarWorks @ UVM, 2008. http://scholarworks.uvm.edu/graddis/240.
Pełny tekst źródłaPen, Ibrahem Rotha. "Integrating technology into the English as a second language curriculum: Computer-assisted English language learning". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2136.
Pełny tekst źródłaPercy, Sandra. "Implementing curriculum and assessment reform : a case study of the English 5-14 curriculum, 1990-1994". Thesis, University of Edinburgh, 1996. http://hdl.handle.net/1842/21461.
Pełny tekst źródłaIftiger, Arlene Patricia. "Curriculum for a technical course in business English: Business Communications 1". CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1155.
Pełny tekst źródłaTunc, Ferda. "Evaluation Of An English Language Teaching Program At A Public University Using Cipp Model". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12611570/index.pdf.
Pełny tekst źródła, Ferda M.S. Department of Educational Sciences Supervisor: Assoc. Prof. Dr. Cennet Engin DEMiR January 2010, 110 pages This study aimed to evaluate the effectiveness of Ankara University Preparatory School program through the perspectives of instructors and students. To this end, the CIPP (context, input, process, and product) evaluation model developed by Stufflebeam (1971) was utilized. 406 students attending the preparatory school in the 2008-2009 academic year and 12 instructors teaching in the program participated in the study. The data were gathered through a self-reported student questionnaire and an interview schedule which was designed for the instructors. Besides, in order to obtain more detailed information about the preparatory school, written documents were examined. While the data based on the questionnaire were analyzed through descriptive and inferential statistics, content analysis was carried out to analyze the qualitative data. Multivariate Analysis of Variances with Pillai&rsquo
s Trace test was employed to investigate whether the significant differences among dependent variables across independent variables existed. Results of the study indicated that the program at Ankara University Preparatory School partially served for its purpose. The findings revealed that some improvements in the physical conditions, content, materials and assessment dimensions of the program were required to make the program more effective.
Bakhsh, Jameel. "SECOND LANGUAGE LEARNERS UNDERGOING CULTURE SHOCK:PERCEPTIONS OF ENGLISH LANGUAGE TEACHING METHOD". Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent160042669071272.
Pełny tekst źródłaValleroy, Rachel. "ESL Writing Across the Curriculum". University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333599999.
Pełny tekst źródłaKlaassen, Renate Gerarda. "The international university curriculum : challenges in english-medium engineering education /". Delft, 2001. http://www.zhaw.ch/fileadmin/user_upload/zhaw/bibliothek/nutzung.html.
Pełny tekst źródłaLei, Man. "Teachers' understandings of the 2011 PRC curriculum for teaching English". Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/33831/.
Pełny tekst źródłaArchacka, Natalia. "Heartful inquiry : a parallactic approach to English language arts curriculum". Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54168.
Pełny tekst źródłaEducation, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
Gordon, Phillipa, i n/a. "Years 11 and 12 English curriculum in the A.C.T 1984". University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060712.110221.
Pełny tekst źródłaLu, Peih-ying. "Developing an intercultural English curriculum of university level in Taiwan". Thesis, University of Glasgow, 2006. http://theses.gla.ac.uk/2155/.
Pełny tekst źródłaAdamson, Robert Damian. "English in China : the junior secondary school curriculum 1949-94 /". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264719.
Pełny tekst źródłaJayalakshmi, G. D. "Video in the English curriculum of an Indian secondary school". Thesis, Open University, 1993. http://oro.open.ac.uk/57418/.
Pełny tekst źródłaSchulz, Steven John. "Using music to create effective curriculum for English language development". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2849.
Pełny tekst źródłaTikkakoski, S. (Saara). "English as a global language in the Finnish National Core Curriculum (2014):teachers’ perspective to the implementation of the Curriculum’s objectives and contents". Master's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201811293144.
Pełny tekst źródłaTämä pro gradu esittelee Englannin asemaa globaalina kielenä ja sitä, kuinka se otetaan huomioon englannin opetuksessa Suomessa. Kieliä opetellaan, jotta niitä voisi käyttää ja tästä johtuen kielenkäyttäjän tarpeet ovat kielenopiskelun lähtökohta. Tämän takia myös käytettävyyden tulisi olla kielen muotoa tärkeämpää. Perusopetuksen opetussuunnitelman perusteissa 2014 korostuvat kulttuurinen monimuotoisuus ja englannin rooli maailman laajuisen viestinnän kielenä ja siinä tunnistetaan englannin maailman laajuinen asema ja erilaiset variantit. Nämä asiat täytyy siis ottaa myös englannin opetuksessa huomioon. Tämän pro gradun teoreettinen tausta käsittelee täten opetussuunnitelmaa 2014, englannin asemaa globaalina kielenä ja lisäksi postmetodia pedagogiikkaa, jonka voi nähdä hyödyllisenä välineenä opetussuunnitelman globaalia englantia koskevien tavoitteiden ja sisältöjen toteuttamisessa. Pro gradun tutkimusosio on toteutettu sähköisen kyselylomakkeen avulla. Kyselylomakkeeseen vastasi suomalaisia englannin opettajia. Kyselylomakkeen tarkoitus on vastata tutkimuskysymyksiin, joita ovat miten englannin opettajat toteuttavat edellä mainittuja opetussuunnitelman tavoitteita ja sisältöjä, mikä vaikuttaa niiden toteuttamiseen ja kuinka tärkeinä opettajat pitävät niitä? Vastaukset analysoidaan laadullisella aineistolähtöisellä sisällönanalyysillä. Analyysin tarkoitus on luokitella vastaukset, jotta niistä löydetään yhteneväisyyksiä, joiden perusteella voi tehdä johtopäätöksiä. Tutkimuksen keskeiset tulokset ovat: on tärkeää ottaa englannin globaali asema huomioon englannin opetuksessa koska se edistää monimuotoisuutta ja tasa-arvoa ja koska se korostuu myös opetussuunnitelmassa, joka on suomalaisen perusopetuksen lähtökohta. Lisäksi, suomalaiset englannin opettajat ovat yleisellä tasolla tietoisia englannin globaalista asemasta ja he ymmärtävät siihen liittyvä terminologiaa mutta käytännössä heidän näkökulmansa on melko anglo- ja Pohjois-Amerikka keskinen. Edellä mainittuja opetussuunnitelman tavoitteita ja sisältöjä opettajat pitävät tärkeinä, mutta ajanpuutteesta johtuen he joutuvat usein priorisoimaan opetuksen sisältöjä ja jättämään ne pois opetuksesta. Ajan puutteen takia opettajat myös tukeutuvat paljon valmiisiin oppimateriaaleihin tavoitteita ja sisältöjä toteuttaessaan. Lopulta keskeisin tulos ja johtopäätös on, että resurssien, joista suurimpana aika, puutteesta johtuen opetussuunnitelman globaalia englantia koskevia tavoitteita ja sisältöjä ei toteuteta kattavasti suomalaisessa englannin opetuksessa
Weaver, Patricia A. (Patricia Ann). "Local Models of the Curriculum Planning Process for Secondary English: A Descriptive Study". Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331072/.
Pełny tekst źródłaDonmez, Ozge. "Implementation Of The New Eighth Grade English Language Curriculum From The Perspectives Of Teachers And Students". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612264/index.pdf.
Pełny tekst źródłaClark, Lois E. "A writing-across-the-curriculum manual for administrators and curriculum specialists". CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/157.
Pełny tekst źródłaWarren, Amber N., i Natalia Ward. "Equitable Education for English Learners Through a Pedagogy of Multiliteracies". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5938.
Pełny tekst źródłaLin, Grace Hui Chin. "A case study of seven Taiwanese English as a foreign language freshman non-English majors' perceptions about learning five communication strategies". [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1287.
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