Curriculum Development in Language Teaching

2001 ◽  
Author(s):  
Jack C. Richards
Keyword(s):  
Curriculum Development ◽  
Language Teaching

Pedagogical Challenges in Cross-Cultural Chinese Language Teaching

2016 ◽  
pp. 1656-1681
Author(s):  
Wenying Zhou ◽  
Guofang Li
Keyword(s):  
Curriculum Development ◽  
Classroom Management ◽  
Language Teaching ◽  
Chinese Language ◽  
Teaching Style ◽  
Cross Cultural ◽  
Management Skills ◽  
Individual Interviews ◽  
Chinese Language Teaching ◽  
Chinese Immersion

In this chapter, a qualitative approach was used to enlist Chinese immersion practitioners in the identification and elaboration of issues and challenges in Chinese immersion language teaching. Through extensive individual interviews and reflection writings, six pre--1 Chinese immersion teachers recruited from China in five school settings served as informants. Data analyses revealed that the Chinese immersion teachers encountered significant challenges in six major areas of their immersion teaching: curriculum development, use of the target language, classroom management, subject area teaching, teaching style, and working with American partners and parents. These varied challenges suggest that professional development for Chinese immersion teachers needs to include training in cross-cultural classroom management skills, curriculum development, content-based Chinese language teaching, and host country school culture education.

From the editor

2016 ◽  
Vol 6 (4) ◽  
pp. 176
Author(s):  
Assoc. Prof. Dr. Ali Rahimi
Keyword(s):  
Second Language ◽  
Discourse Analysis ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Curriculum Development ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Second Language Teaching

 Message from Editor Dear Readers,It is a great honor for us to publish August 2016 Vol 6 No 4 of Global Journal of Foreign Language Teaching (GJFLT).Please follow the link below:http://www.gjflt.eu/Global Journal of Foreign Language Teaching welcomes original empirical investigations and comprehensive literature review articles focusing on foreign language teaching and topics related to linguistics. GJFLT is an international journal published quarterly and it is a platform for presenting and discussing the emerging developments in foreign language teaching in an international arena.The scope of the journal includes, but is not limited to; the following major topics: Cultural studies, Curriculum Development and Syllabus Design, Discourse Analysis and Critical Discourse Analysis (CDA), General Linguistics, Globalization Studies and world English’s, Independent/Autonomous Learning, Information and Computer Technology in TEFL, Innovation in language, Teaching and learning, Intercultural Education, Language acquisition and learning, Language curriculum development, Language education, Language program evaluation, Language Testing and Assessment, Literacy and language learning, Literature, Mobile Language Learning, Pragmatics, Second Language, Second Language Acquisition, Second Language Acquisition Theory, Digital Literacy Skills, Second Language Learners, Second Language Learning, Second language Pedagogy, Second Language Proficiency, Second Language Speech, Second Language Teaching, Second Language Training, Second Language Tutor, Second language Vocabulary Learning, Teaching English as a Foreign/ Second Language, Teaching Language Skills, Translation Studies, Applied linguistics, Cognitive linguistics.Teachers’ Beliefs and Students’ Experiences, Indonesian University Students’ Vocabulary Mastery, Multiple Language Learning, Idiom Transformation and Modification, Computer-Assisted Language Learning, Writing Achievement, Complex Sentence Structures in Patients with Schizophrenia, and The Effect of Second Life on Speaking Achievement have been included in this issue. The topics of the next issue will be different. We are trying to serve you with our journal with a rich knowledge through which different kinds of topics will be discussed in 2017 issues.We present many thanks to all the contributors who helped us to publish this issue.Best regards,Associate Professor Dr. Ali Rahimi,Editor – in Chief, Bangkok University

Book Reviews : Curriculum Development in Language Teaching

RELC Journal ◽  
2002 ◽  
Vol 33 (1) ◽  
pp. 170-171
Author(s):  
Jack C. Richards ◽  
Manel Lacorte
Keyword(s):  
Curriculum Development ◽  
Language Teaching

Some Approaches to Communicative Language Teaching in Canada

1980 ◽  
Vol 3 (1) ◽  
pp. 57-63 ◽  
Author(s):  
H.H. Stern
Keyword(s):  
Curriculum Development ◽  
Present Author ◽  
Language Teaching ◽  
Language Testing ◽  
Good Deal ◽  
Communicative Language Teaching ◽  
Experimental Teaching

As in most other countries, the interest in communicative language teaching has been considerable in Canada. This interest has influenced curriculum development, materials production, experimental teaching, and approaches to language testing; and a good deal of experience has been reported. As everywhere else, there is in Canada today a need to clarify what is meant by communicative language teaching (CLT). In paper appearing in the proceedings of the 1978 AILA Congress in Montreal, the present author has attempted to distinguish between the psychopedagogic and the sociolinguistic concepts under which CLT has been understood (Stern, 1978). As will be seen, the distinction underlies this discussion.

scholarly journals From Context to Curriculum: A Case Study of Communicative Language Teaching in China

2002 ◽  
Vol 19 (2) ◽  
pp. 67 ◽  
Author(s):  
Guangyong Sun ◽  
Liying Cheng
Keyword(s):  
Curriculum Development ◽  
Curriculum Design ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Teaching Methodology ◽  
Teaching Program ◽  
Preliminary Stage

This article discusses the implementation of communicative language teaching methodology in the EFL context in one institution in China. The context and curriculum development of the English teaching program at Private Pui Ching Commercial College is used here as a case study. The article suggests that a preliminary stage of context-based communicative curriculum development is necessary. Such a preliminary stage aims to investigate first the context of an English language teaching program, and then the process of adapting the program to its context for implementation. A framework for such a context investigation is proposed. Three key questions regarding the integration of the context study into curriculum design are also discussed.

Pedagogical Challenges in Cross-Cultural Chinese Language Teaching

2015 ◽  
pp. 159-183 ◽  
Author(s):  
Wenying Zhou ◽  
Guofang Li
Keyword(s):  
Curriculum Development ◽  
Classroom Management ◽  
Language Teaching ◽  
Chinese Language ◽  
Teaching Style ◽  
Cross Cultural ◽  
Management Skills ◽  
Individual Interviews ◽  
Chinese Language Teaching ◽  
Chinese Immersion

In this chapter, a qualitative approach was used to enlist Chinese immersion practitioners in the identification and elaboration of issues and challenges in Chinese immersion language teaching. Through extensive individual interviews and reflection writings, six pre--1 Chinese immersion teachers recruited from China in five school settings served as informants. Data analyses revealed that the Chinese immersion teachers encountered significant challenges in six major areas of their immersion teaching: curriculum development, use of the target language, classroom management, subject area teaching, teaching style, and working with American partners and parents. These varied challenges suggest that professional development for Chinese immersion teachers needs to include training in cross-cultural classroom management skills, curriculum development, content-based Chinese language teaching, and host country school culture education.

scholarly journals Language Curriculum Planning for the Third Millennium: A Future Perspective

2016 ◽  
Vol 6 (4) ◽  
pp. 41
Author(s):  
Parviz Maftoon ◽  
Masumeh Taie
Keyword(s):  
Curriculum Development ◽  
Language Learning ◽  
Language Teaching ◽  
Curriculum Planning ◽  
Future Perspective ◽  
Computer Assisted ◽  
Human Beings ◽  
Language Curriculum ◽  
The Third ◽  
Third Millennium

<p>The evolution of language knowledge continues, as does the inquisitive nature of human beings. But the explosive growth of knowledge in the third millennium seems to herald a new era in language teaching. Deepened insights into philosophy have betrayed the poverty of structuralism to account for language learning. The shift from structuralism to poststructuralism has brought about inevitable, though controversial, trends, e.g., the World Englishes and standards movements. Media proliferation of the “mass-age” (McLuhan &amp; Fiore, 2001) of the globalized era has led to a context where appealing terms such as computer-assisted and Internet-assisted language teaching might get blurred sooner in view of more sophisticated advances. Could the future witness virtual reality or expert systems-based language teaching? Language curriculum development in the third millennium should accommodate a recognition of the interdisciplinary knowledge and dynamicity and multimodality of concepts. Starting with the educational philosophy and moving on to related topics, this paper aims at envisaging the putative future of language curriculum development. Each topic in this article has been investigated followed by its effects on its succeeding topic attempting to provide a coherent framework. Glocalization has been introduced as the lost piece of puzzle linking topics coherently.</p>

scholarly journals EVALUATING READING SYLLABUS OF ISLAMIC UNIVERSITY THROUGH CURRICULUM IDEOLOGY

2018 ◽  
Vol 21 (2) ◽  
pp. 228
Author(s):  
Fikrunnisa Sahlan ◽  
Gunawan Mansur ◽  
Ahmed Djoumoi
Keyword(s):  
Curriculum Development ◽  
English Language ◽  
Development Process ◽  
Language Teaching ◽  
English Language Teaching ◽  
Undergraduate Program ◽  
Research Instrument ◽  
Course Syllabus

Abstract:This study aimed to evaluate the syllabus from English Language Teaching (ELT) Department of an Islamic university in order to find out the integration of curriculum ideology. Reading II which one of the courses in ELT department of Universitas Islam Malang (Unisma) was used as the object to conduct this study. Interview, documents, evaluation checklist, and guideline to evaluate the integration of curriculum ideology were used as research instrument. The result showed that Reading II course syllabus from ELT department in undergraduate program of Unisma did not include all components of syllabus. Moreover, ELT Department of Unisma was already precise in order to curriculum development process. However, the syllabus as a feature to reflect the curriculum ideology did not clearly show the integration of the vision and the missions of ELT department which were based on Islamic characteristics, entrepreneurship, and ICT-based learning.Abstrak:Penelitian ini bertujuan untuk mengevaluasi silabus Program Studi Pendidikan Bahasa Inggris di sebuah universitas Islam untuk menemukan pengintegrasian ideologi kurikulum. Reading II yang merupakan salah satu mata kuliah dalam Program Studi Pendidikan Bahasa Inggris di Universitas Islam Malang (Unisma) digunakan sebagai sampel untuk melakukan penelitian ini. Wawancara, dokumen-dokumen, daftar evaluasi, dan panduan untuk mengevaluasi pengintegrasian ideologi kurikulum digunakan sebagai instrumen penelitian. Hasil penelitian menunjukkan bahwa silabus mata kuliah Reading II di Program Studi S1 Pendidikan Bahasa Inggris di Unisma belum memasukan seluruh komponen silabus. Selanjutnya, Program Studi Pendidikan Bahasa Inggris Unisma sudah tepat dalam proses pengembangan kurikulum. Tetapi, silabus sebagai sarana perwujudan ideologi kurikulum tidak menunjukkan secara jelas adanya pengintegrasian visi dan misi Program Studi Pendidikan Bahasa Inggris yang berdasar pada karakter Islam, kewiraswastaan, dan pembelajaran berbasis ICT.

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