scholarly journals Needs analysis for the design of a professional English curriculum: insights from a French lifelong learning context

2020 ◽  
pp. 37-70
Author(s):  
Naouel Zoghlami
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Curriculum Study ◽  
Study Data ◽  
English For Specific Purposes ◽  
Needs Analysis ◽  
Learning Context ◽  
English Curriculum ◽  
Research Institution ◽  
Professional Learners

In Chapter 2, Naouel Zoghlami draws on needs analysis as a fundamental approach to inform the design of a professional English curriculum at the Cnam, a unique French research institution of higher education dedicated to lifelong learning. While needs analysis is still not widely used in the development of English for specific purposes programs in French higher education contexts, this study attempts to fill this gap by revealing the kinds of tasks adult professional learners studying at the Cnam say they need to perform in English at work. One of the strengths of this study thus lies in relying on data provided by domain insiders rather than assumptions held by the researcher-teacher about what adults need to learn to inform a professional English curriculum. Study data provide the information needed to improve the existing syllabus and the basis on which to build relevant pedagogical tasks.

scholarly journals The need for ESP in Burundi: What do tertiary English teachers say sbout it?

2018 ◽  
Vol 23 (1-2) ◽  
pp. 14-24
Author(s):  
Arcade Nduwimana
Keyword(s):  
Higher Education ◽  
English Teachers ◽  
Theory And Practice ◽  
English For Specific Purposes ◽  
Needs Analysis ◽  
Ministry Of Education ◽  
Online Questionnaire ◽  
Do So

This study examines the views that tertiary English teachers hold on the need for English for Specific Purposes (ESP) in Burundi higher education. To do so, it investigates the extent to which they are familiar with the theory and practice of ESP. For this study, 32 English teachers were contacted to participate in it. They were all requested to complete an online questionnaire, but only 17 proved willing to do so. The findings revealed that the majority of teachers are familiar with the practice of ESP. Although many of them reported to have high familiarity with the field of ESP, a few of them conduct a Needs Analysis (NA) before teaching ESP courses. Results also indicated that tertiary English teachers highly acknowledge the importance of teaching ESP in Burundi higher Education and, therefore, would encourage the ministry of education to fund an ESP project.

Facing the Challenges of Higher Education in a Second Language

2020 ◽  
pp. 1-21
Author(s):  
Clinton Hendry ◽  
June Ruivivar
Keyword(s):  
Higher Education ◽  
Second Language ◽  
Science Teacher ◽  
Curriculum Design ◽  
English For Academic Purposes ◽  
Needs Analysis ◽  
Science Program ◽  
Esl Teachers ◽  
English Curriculum ◽  
Speak Up

This chapter reports on a needs analysis on a joint science program in which students spend two years each in China and Canada. Students take ESL courses in China to help them transition to the English curriculum in Canada. Since many of these students plan to work in Canada upon graduation, the authors aimed to determine how the program prepared them not only for university, but also for out-of-class interactions. They interviewed students currently in the Canadian stage of the program, a science teacher, and two ESL teachers. Students were well prepared for academics, but struggle with informal talk. The science teacher found the students to perform well, though were reluctant to speak up. In contrast, the ESL teachers commented on their lack of motivation. All parties noted that a specialized English for academic purposes (EAP) course might address these issues. The authors discuss implications for cross-cultural curriculum design and the need for communication between domain and language experts.

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

Lifelong Learning in Higher Education in Korea

2015 ◽  
Vol 11 (4) ◽  
pp. 1-24
Author(s):  
Jae-Eun Chae ◽  
Soonghee Han
Keyword(s):  
Higher Education ◽  
Lifelong Learning

Special Focus: Lifelong Learning — The Challenge and Potential for Industry and Higher Education

1995 ◽  
Vol 9 (4) ◽  
pp. 205-216 ◽  
Author(s):  
Norman Longworth
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Special Focus ◽  
Concept Definition ◽  
The World ◽  
The Future ◽  
Introductory Paper ◽  
Global Conference

The papers which follow in this special focus on lifelong learning are based on presentations at the First Global Conference on Lifelong Learning, held in Rome on 30 November–2 December 1994. In this introductory paper, Norman Longworth discusses the concept, definition and practice of lifelong learning and assesses why its importance and significance for the future are increasingly appreciated and stressed. He also sets out and discusses the main themes of the Rome conference, and analyses their implications and challenges specifically for business and higher education. Finally he describes the roles of the European Lifelong Learning Initiative (ELU), which organized the Rome conference, and the World Initiative on Lifelong Learning (WILL), which was established at the conference.

scholarly journals Student access to and skills in using technology in an open and distance learning context

2012 ◽  
Vol 13 (4) ◽  
pp. 250 ◽  
Author(s):  
Hanlie Liebenberg ◽  
Yuraisha Chetty ◽  
Paul Prinsloo
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Digital Divide ◽  
South African ◽  
Learning Context ◽  
Access To Technology ◽  
Critical Issues ◽  
Information And Communication ◽  
Definition Of ◽  
South African Higher Education

<p>Amidst the different challenges facing higher education, and particularly distance education (DE) and open distance learning (ODL), access to information and communication technology (ICT) and students’ abilities to use ICTs are highly contested issues in the South African higher education landscape. While there are various opinions about the scope and definition of the digital divide, increasing empirical evidence questions the uncritical use of the notion of the digital divide in South African and international higher education discourses.</p><p>In the context of the University of South Africa (Unisa) as a mega ODL institution, students’ access to technology and their functional competence are some of the critical issues to consider as Unisa prepares our graduates for an increasingly digital and networked world.</p><p>This paper discusses a descriptive study that investigated students’ access to technology and their capabilities in using technology, within the broader discourse of the “digital divide.” Results support literature that challenges a simplistic understanding of the notion of the “digital divide” and reveal that the nature of access is varied.</p>

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