Teaching Chinese as a Second Language: Curriculum Design & Instruction, 汉语作为第二语言教学：课程设计与教学实例, by Xiaohong Wen

2017 ◽  
Vol 52 (1) ◽  
pp. 100-104
Author(s):  
Xinjia Peng
Keyword(s):  
Second Language ◽  
Curriculum Design ◽  
Language Curriculum ◽  
Teaching Chinese

scholarly journals The Effects of L2 Reading Skills on L1 Reading Skills through Transfer

2016 ◽  
Vol 9 (9) ◽  
pp. 28
Author(s):  
Gonca Altmisdort
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Curriculum Design ◽  
English Language ◽  
Reading Skills ◽  
Reading Test ◽  
Skills Transfer ◽  
L2 Reading ◽  
Language Curriculum ◽  
Positive Effects

<p>This study investigated whether transfer from L2 to L1 in reading occurs, and if so, which reading sub-skills are transferred into L1 reading. The aim is to identify the role of second language reading skills in L1 reading skills by means of transfer. In addition, the positive effects of the second language transfer to the first language in the context of reading skills and sub-skills were analyzed. Fifty-three native Turkish-speaking adults English language learners were tested in this study. These participants were university students who had the same L1 Turkish proficiency backgrounds. While 26 students took L2 reading courses for four months, the other 27 students did not take any L2 reading courses. After four months of L2 reading courses, these two groups were given a standard L1 (Turkish) reading test. The Turkish reading test included vocabulary, comprehension, grammar and reading sub-skills questions. The results revealed that L1 reading skills were affected positively by the L2 reading skill transfer. The study reveals which L1 reading sub-skills are more developed by L2 reading skills transfer. For further studies, the correlations in L1 and L2 courses may open a way in language curriculum design. Both courses can be designed as an adjunct course formulated on the skill-based syllabus model, and reading skills can be transferred cross-linguistically. Thus, L2 reading proficiency will be transferred to L1 proficiency.</p>

Second language curriculum renewal

1988 ◽  
Vol 11 (1) ◽  
pp. 147-157
Author(s):  
H.H. Stern ◽  
Birgit Harley
Keyword(s):  
Second Language ◽  
Curriculum Design ◽  
Language Teachers ◽  
Language Programs ◽  
Language Curriculum ◽  
Task Forces ◽  
Canadian Association ◽  
Second Language Teachers ◽  
Core French ◽  
Curriculum Renewal

Abstract Many different patterns of curriculum design have been proposed in recent years. Few of them have gone beyond the drawing board and been implemented in language programs. The Canadian Association of Second Language Teachers, which has recognized as a particular current Canadian problem, the teaching of French in non-immersion settings throughout Canada (so-called ‘Core French’), has launched a three-year project to improve the teaching of Core French through curriculum renewal. The project has adopted one such syllabus design model, that of a multidimensional second language curriculum. The project operates through six task forces and several regional committees. The paper/symposium is concerned with aspects of the rationale of the project, the design and rationale of the curriculum, the

Teaching South African Sign Language as a second language to university students: an integrated pedagogy

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Marga Stander ◽  
Annemarie Le Roux
Keyword(s):  
Second Language ◽  
University Students ◽  
Sign Language ◽  
South African ◽  
Teaching And Learning ◽  
Integrated Approach ◽  
Specific Method ◽  
Language Curriculum ◽  
Popular Language ◽  
Output Hypothesis

Abstract South African Sign Language (SASL) has become an increasingly popular language that hearing university students want to learn as a second language. This requires more qualified SASL instructors and new curricula at South African universities. This paper considers ways in which challenges associated with the teaching and learning of SASL can be overcome. Krashen’s Comprehension Input Hypothesis and Swain’s Output Hypothesis form the theoretical framework as reference to our own independent experience, praxis, and reflection. This study considered different teaching methods and pedagogies and found the post-method approach suggested by Kumaravadivelu (2003) a viable method for teaching SASL as a second language. This method aligns with the method we had independently identified as the most empowering for teachers to create their own strategies focused on their intuition, experiences and pedagogy. Therefore, we do not favour one specific method above another, but rather adopt an integrated approach. We make a few suggestions regarding sign language curriculum content and further research in sign language as an L2, which need urgent attention.

Language Curriculum Design

2019 ◽  
pp. 1-14
Author(s):  
John Macalister ◽  
I.S.P. Nation
Keyword(s):  
Curriculum Design ◽  
Language Curriculum

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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