The language curriculum: A social contextual perspective

2008 ◽  
Vol 41 (2) ◽  
pp. 147-181 ◽  
Author(s):  
Kathleen Graves
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
Curriculum Change ◽  
Curriculum Planning ◽  
Target Language ◽  
Central Process ◽  
Language Curriculum ◽  
History Of ◽  
Integrated Approaches

This article examines curriculum from a social contextual perspective in which enactment – teaching and learning – is the central process, to which planning and evaluation contribute. It looks at the ways two kinds of contexts, target-language embedded and target-language removed, influence language curriculum planning and enactment. It provides a brief history of syllabus design and a rationale for moving beyond syllabus as the primary construct for curriculum planning. It then explores the classroom as the context of enactment and the role of the teacher as catalyst for curriculum change. It reconceptualizes the classroom as a learning community with potential links with real, virtual and imagined communities. It briefly explores integrated approaches to evaluation and assessment and concludes with examples of promising directions and suggestions for further research. Examples of practice that illustrate concepts are provided throughout the article.

scholarly journals Administrasi kurikulum

2019 ◽  
Author(s):  
Rahmah Yulia
Keyword(s):  
Teaching And Learning ◽  
Curriculum Implementation ◽  
Curriculum Planning ◽  
Educational Goals ◽  
Learning Situation ◽  
Whole Process ◽  
Curriculum Monitoring

Curriculum administration is the whole process of planned and deliberately planned and serious activities and continuing coaching of the teaching and learning situation effectively and efficiently in order to help the achievement of educational goals that have been set. In the process of curriculum administration, there are 4 processes that we can find out, namely: curriculum planning, curriculum implementation, curriculum monitoring / development, and evaluation. The role of the teacher in the administration of education, namely: implementers, adapters, developers, researchers.

CSCL – a tool to motivate foreign language learners: The Finnish application

ReCALL ◽  
2003 ◽  
Vol 15 (1) ◽  
pp. 51-67 ◽  
Author(s):  
TUIJA LEHTONEN ◽  
SIRPA TUOMAINEN
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Community ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Target Language ◽  
Computer Supported Collaborative Learning ◽  
On Line ◽  
Language Students

This article discusses the applications of the theory of Computer Supported Collaborative Learning (CSCL) to teaching and learning a foreign language, in this case, one of the ‘Less Commonly Taught Languages’, Finnish. The ‘Virtually Finnish’ project was based on the idea of creating a larger, virtual Finnish learning community among the second-year Finnish language students in five US universities during the fall semester, 2001. CSCL was chosen as a base, as its principal goal is to aid the learners in sharing and distributing their knowledge to the whole learning community. In addition to discussing the set up and the content of the project, the students’ feedback about their language learning experience in the CSCL-environment will be examined. Furthermore, the conclusions, and the realization of our goals from the perspective of CSCL, as well as the students’ feedback on the collaborative process will be discussed. Based on the knowledge gained from limited feedback, a discussion of tools to aid language students in becoming a part of motivating and authentic collaboration projects on-line will be discussed. Looking at the students’ work on-line, as well as the feedback received, it was realized that certain skills crucial for communication have been neglected in teaching. Furthermore, it was realized that teaching on-line learning strategies in addition to teaching the target language is crucial. Future plans, and ideas for research in the area of CSCL will be shared in anticipation of inspiring others to undertake further research.

scholarly journals Action Research as a Bottom-up Approach to Foster Teacher Involvement in Language Curriculum Change

2017 ◽  
Vol 8 (2) ◽  
pp. 362
Author(s):  
Mina Saghaieh Bolghari ◽  
Arezoo Hajimaghsoodi
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Curriculum Development ◽  
Curriculum Change ◽  
Teacher Involvement ◽  
Top Down ◽  
Language Curriculum ◽  
Different Types ◽  
Basic Characteristics

Despite the popularity of action research in the field of teacher education and professional development, not much is found regarding the role of action research in language curriculum development. This lack of interest may stem from the dominance of top-down approach over curriculum development in some EFL contexts where no special place is given to the local needs and wants. This paper starts with the definition and some basic characteristics of action research and then follows with a brief overview of its origins as well as different types. How action research can make changes in a curriculum is discussed next. Then it looks at the role action research may play in creating positive changes in teachers’ roles in curriculum development. Some of the challenges of implementing action research are mentioned later. Finally, the paper ends with some guidelines for teachers to make improvements as a result of conducting action research.

scholarly journals The Portuguese Maritime Voyages of Discovery: the exploration of the history of a city with an App as an educational resource

2019 ◽  
pp. 85-99 ◽  
Author(s):  
Cláudia Faria ◽  
Elsa Guilherme ◽  
Joaquim Pintassilgo ◽  
Maria João Mogarro ◽  
Ana Sofia Pinho ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Participant Observation ◽  
Collaborative Work ◽  
Mobile Technologies ◽  
School Students ◽  
History Of ◽  
Relationship Of ◽  
The Relationship ◽  
The City

In this paper we present an evaluation of an App for mobile devices, ‘Roteiro dos Descobrimentos’, as an educational digital resource for primary school students. The study involved the participation of 131 students and eight teachers. Data were collected from participant observation, students’ questionnaires and interviews to students and teachers. According to students, they learned new things, related with the topics explored, in an easy and funny way. Students also emphasized as positive aspects the fact that they had to face different challenges and the need to mobilize their knowledge to solve them. Teachers referred that students showed great interest and enthusiasm during the activities. As main gains, teachers stressed that the application fosters the relationship of students with the city, facilitates collaboration, and promotes students’ autonomy. In resume, it seems that the playful and interactive dimension of the App promoted the development of important skills such as the ability to interact with the environment, collaborative work, autonomy, and reading and interpretation skills. As a conclusion, there is a great receptivity to integrate mobile technologies in the teaching and learning process, but the role of the teacher can’t be dismissed, as a mediator and educator.

The cultural dimensions of language teaching and learning

2011 ◽  
Vol 44 (4) ◽  
pp. 485-499 ◽  
Author(s):  
Karen Risager
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Cultural Dimensions ◽  
Target Language ◽  
Cultural Learning ◽  
The World ◽  
The Subject ◽  
Learning Competence ◽  
Language Teaching And Learning

Language teaching and learning has many different cultural dimensions, and over the years more and more of these have been the subject of research. The first dimension to be explored was that of content: the images of target language countries and the world that were offered in textbooks and presented in class. The next dimension was that of the learner: the (inter)cultural learning, competence and identity of the learner or subject. The next dimension was context: the situation and role of language teaching and learning in society and in the world.

Cultural adaptations

Babel ◽  
2020 ◽  
Vol 66 (3) ◽  
pp. 457-483
Author(s):  
Anne Becker ◽  
Yuko Asano-Cavanagh ◽  
Grace Zhang
Keyword(s):  
Teaching And Learning ◽  
Target Language ◽  
Japanese Culture ◽  
Universal Theory ◽  
Cultural Meaning ◽  
Cultural Adaptations ◽  
European Languages ◽  
Contemporary Novels ◽  
Pragmatic Aspects

Abstract Linguistic and pragmatic aspects of the translation of politeness in contemporary novels were examined under the theoretical framework of Descriptive Translation Studies (DTS) (Toury 1995) and Newmark’s functional theory (1988). The analysis revealed that linguistic expressions tied to socio-cultural meaning and values were often neutralised due to the avoidance of creating non-normal target text expressions. Normalising culture-specific expressions was a strategy adopted by translators, enabling target language readers to relate to the stories according to their own cultural understanding. Notable differences in strategies to render texts were found across translators. From an educational perspective, this research provides realistic examples for intercultural language teaching and learning. An important implication is that the findings highlight the fact that, unlike European languages that share roots with English, a universal theory and approach to translation is not viable due to socio-cultural meaning and values that are specific to Japanese culture. The study also contributes to social psychology and consideration of the role of culture in understanding universal and culturally specific values and the attribution of meaning in collectivist and individualist societies.

Do Teachers Facilitate the Strategies their Pupils Need?

2017 ◽  
Vol 12 (1) ◽  
pp. 1-11
Author(s):  
Ivana Hrozková
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Vital Role ◽  
Learning To Learn ◽  
Unique Role ◽  
Language Curriculum ◽  
Strategic Teaching ◽  
Study Results ◽  
Learner Strategies

AbstractLearner strategies play an important and unique role in second or foreign language teaching and learning. Knowledge of effective steps and techniques helps pupils reach better study results and become more independent and autonomous learners. The role of a teacher shifts and changes in autonomous learning; rather than a teacher, he or she is a consultant, helper and facilitator of learner strategies. The study brings an insight into strategic teaching of 13 Czech teachers who taught 202 pupils with completed primary education and who also focused on the strategies teachers facilitate, but their pupils do not apply. The study aims at a model of strategy facilitation which helps teachers implement strategy-based teaching into a foreign language curriculum. The article also aspires to address teachers of different subjects as giving advice on learning to learn plays a vital role in teaching. Furthermore, learner strategies are an important part of competence to learn, which helps teachers to understand why some learners are more successful than their peers.

scholarly journals Administrasi kurikulum

2019 ◽  
Author(s):  
Rahmah Yulia
Keyword(s):  
Teaching And Learning ◽  
Curriculum Implementation ◽  
Curriculum Planning ◽  
Educational Goals ◽  
Learning Situation ◽  
Whole Process ◽  
Curriculum Monitoring

Curriculum administration is the whole process of planned and deliberately planned and serious activities and continuing coaching of the teaching and learning situation effectively and efficiently in order to help the achievement of educational goals that have been set. In the process of curriculum administration, there are 4 processes that we can find out, namely: curriculum planning, curriculum implementation, curriculum monitoring / development, and evaluation. The role of the teacher in the administration of education, namely: implementers, adapters, developers, researchers.

scholarly journals Role of Technology in Enhancing Teaching and Learning in Cambodian Higher Institutions: Implication for Stakeholders

2019 ◽  
Vol 3 (2) ◽  
pp. 103
Author(s):  
Nelli Antepli ◽  
Yusuf Suleiman ◽  
Hameed Olalekan Bolaji ◽  
Semiu Olawale Makinde
Keyword(s):  
Teaching And Learning ◽  
History Of Education ◽  
Multiple Roles ◽  
Learning Theories ◽  
Adequate Fund ◽  
Technological Tools ◽  
History Of ◽  
Adequate Provision ◽  
Higher Institutions

<p>This paper examined the role of technology in enhancing teaching and learning in Cambodian higher institutions and its implication for stakeholders. Evaluation of ICT models, emerging technologies and the learning theories related to technology were systematically reviewed. An overview of teaching and learning before the digital age with a particular reference to history of education and technology in Cambodia was examined while historical theories of educational technology such as constructivism, complexity theory, the pedagogy of nearness, heutagogy, and connectivism were highlighted. Furthermore, emerging technology integration models such as SAMR, TPACK, UDL models were examined including the multiple roles of the learner, educator and the audience in a connected age.Several strategies in which technological tools that can be used to enhance students’ learning were provided. Part of the Implication of the study includes adequate provision of power supply, computer laboratories and internet connectivity in Cambodian higher institutions should be paramount to government, private firms, philanthropists and NGOs so that students can appreciate technology and learn fast. Aside that, adequate fund should be given to the institutions to procure other necessary technology gadgets that can be used to promote learning.</p><p> </p><strong>Keywords: </strong>ICT Models, Teaching and Learning, Higher Institutions, Stakeholders, Cambodia

Sign in / Sign up

Export Citation Format

Share Document