Implementing foreign language curriculum innovation in a Chinese secondary school: An ethnographic study on teacher cognition and classroom practices

System ◽  
2017 ◽  
Vol 66 ◽  
pp. 100-112 ◽  
Author(s):  
Yan Zhu ◽  
Dingfang Shu
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Classroom Practices ◽  
Ethnographic Study ◽  
Teacher Cognition ◽  
Curriculum Innovation ◽  
Language Curriculum ◽  
Foreign Language Curriculum

A learner-centred foreign language curriculum for a large, diverse group of students? yes, it is possible

1995 ◽  
Vol 12 ◽  
pp. 119-130 ◽  
Author(s):  
Chihiro Kinoshita Thomson
Keyword(s):  
Foreign Language ◽  
Successful Implementation ◽  
Curriculum Innovation ◽  
Self Directed Learning ◽  
Planning Stage ◽  
Language Curriculum ◽  
Foreign Language Curriculum ◽  
Directed Learning ◽  
Learning Contracts

Abstract In the reality of learner diversity and large enrolment, how can we effectively deliver a foreign language curriculum that is learner-centred and communicatively-based, and that fosters learner autonomy? This paper proposes a curriculum innovation in which a curriculum holds two major components: one of self-directed learning project and the other of any syllabus type of one’s choice. The paper describes and discusses a case study, which is a trial of the proposed curriculum, then further makes recommendations for successful implementation of such a curriculum. The project section of the proposed curriculum has four stages: the introduction stage where the concepts and benefit of the project are introduced to learners; the planning stage where the learners draw learning contracts; the monitoring stage where the learners monitor and modify their learning; and the assessment stage where the learners assess their own performance in accordance with their learning contracts.

Designing an English Curriculum for Everyone

2018 ◽  
pp. 87-108
Author(s):  
Angela Bailey ◽  
Nayibe Rosado ◽  
Lourdes Rey
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Language Learning ◽  
Broad Spectrum ◽  
Curriculum Design ◽  
English Language ◽  
Language Policies ◽  
Language Curriculum ◽  
English Curriculum ◽  
Foreign Language Curriculum

In this chapter, the authors demonstrate a practical view of a foreign language curriculum development in Colombia. Within the chapter, they give a brief description of language policies that guided the curriculum; a discussion of the research framework, methods, and data collection; and a reflection of the choices made with regard to education, language, and language learning. By triangulating existing policies, contextual and conceptual needs analyses, and existing classroom practices, the authors demonstrate a collaborative and flexible means of meeting foreign language teaching across a broad spectrum of inconsistencies. Conclusions review and discuss the importance of maintaining an open and adaptable perspective throughout foreign language curriculum design while establishing and creating a working, flexible English language curriculum.

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