scholarly journals Evaluation of the 2017 updated secondary school English curriculum of Turkey by means of theory-practice link

2020 ◽  
pp. 1-21 ◽  
Author(s):  
Erdem AKSOY
Keyword(s):  
Secondary School ◽  
English Curriculum

scholarly journals A learning-centred approach to teaching linguistic knowledge: Teachers’ perception of teaching periods 1 and 2(/3) in the new English curriculum for secondary schools in Vietnam

2020 ◽  
Vol 10 (2) ◽  
pp. 11-25
Author(s):  
Nguyen Thanh Tung
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Communicative Competence ◽  
Linguistic Knowledge ◽  
English Curriculum ◽  
Learning Centered ◽  
New Curriculum ◽  
Approach To Teaching ◽  
Poster Presentations

The new curriculum was promulgated at the end of 2018. Therefore, there is a need to investigate how teachers perceive the teaching of linguistic knowledge in addition to skills to develop secondary school learners’ communicative competence. The study was carried out during the three months of July, August and October of 2020 in the three provinces of Kien Giang, Ben Tre and Lam Dong with the participation of 120 teachers from 106 secondary schools. Data were collected in the form of group poster presentations for the first two/three periods in the textbooks for the new curriculum and analyzed according to three aspects of form, meaning and use for linguistic knowledge and their sequence. The findings of the study indicate that the teacher participants have a vague idea about teaching the aspects of linguistic knowledge from a learning-centered approach, do not know their sequence of meaning, form and use, and normally follow the activities and their order in the textbook as the only resort available.

Constructing an official English for China, 1949–2000

2002 ◽  
Vol 12 (1) ◽  
pp. 159-183 ◽  
Author(s):  
Bob Adamson ◽  
Ora Kwo
Keyword(s):  
Secondary School ◽  
Qualitative Data ◽  
The State ◽  
British English ◽  
English Curriculum ◽  
Republic Of China ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
National Economic ◽  
Pedagogical Approaches

This paper focuses on the construction of the linguistic contents of the current junior secondary school syllabus and national textbooks in the People’s Republic of China, from which the official English promoted by the state can be identified. Using quantitative and qualitative data, the paper analyses the nature of this official English in five distinct historical phases. It finds that the English curriculum in the different phases was linked to shifting national economic and political priorities, as evidenced by the attention to structured pedagogical approaches that focus on communication during times of economic modernisation and openness to the outside world, and by the stress on political and moral messages during times of hyper-politicisation and relative international isolation. English is constructed for its economic and political utility, based on an exogenous model, British English. It is not officially constructed to reflect an endogenous variety of Chinese English.

scholarly journals CURRICULUM CHANGE IN PAKISTAN: LESSONS LEARNED FROM THE PAST AND THE WAY FORWARD

2021 ◽  
Vol 37 (01) ◽  
pp. 55-70
Author(s):  
Muqaddas Butt ◽  
Shumaila Mahmood ◽  
Tanzeela Urooj
Keyword(s):  
Secondary School ◽  
Curriculum Change ◽  
Secondary School Teachers ◽  
National Curriculum ◽  
Implementation Process ◽  
English Teachers ◽  
Recent Change ◽  
Lessons Learned ◽  
English Curriculum ◽  
Method Approach

For contributing to the inherent dynamic nature of society, things are always moving, developing, growing and changing. Education is fundamental in responding to the societal change therefore, change is inevitable in education too. The immediate context of this paper is Punjab (Pakistan) followed by the implementation process of the most recent change in secondary school National Curriculum for English. The focus revolves around the questions; ‘to what extent the secondary school English teachers were involved in planning and designing English curriculum change (CC2006), and what the contextual conditions secondary school teachers were provided enabling them to enact CC2006 effectively? The study adopted a mixed method approach. The quantitative data was collected by administering questionnaire towards 243 secondary school English teachers followed by conducting the case studies of four secondary schools for gathering the qualitative data. The findings revealed that teachers were seldom consulted during planning or design phase of CC2006.

Integrating Cardiovascular Health Education with an English Curriculum in a Secondary School

1984 ◽  
Vol 54 (9) ◽  
pp. 339-342 ◽  
Author(s):  
J. David Holcomb ◽  
Jo Nelson ◽  
Joseph Carbonari ◽  
Ralph W. Ingersoll ◽  
Robert M. Chamberlain ◽  
...  
Keyword(s):  
Health Education ◽  
Secondary School ◽  
Cardiovascular Health ◽  
English Curriculum

scholarly journals Analysis of Issues and Challenges in Developing Secondary School Students’ Skills in English Language

Al-Burz ◽  
2018 ◽  
Vol 10 (1) ◽  
pp. 1-15
Author(s):  
Dr. Muhammad Yousuf Sharjeel ◽  
Erum Khan ◽  
Abdul Nasir Kiazai ◽  
Dr. Zarina Waheed
Keyword(s):  
Secondary School ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
English Language ◽  
Real Life ◽  
Secondary Level ◽  
School Students ◽  
English Curriculum ◽  
Trained Teachers

Several Pakistani secondary school students from various popular institutes undergo a variety of problems and difficulties due to their inability to demonstrate a genuine and natural skill to use English language in real life. The situation under which English at the secondary level is taught in Pakistan is not as favorable to teaching and learning of the language as it ought to be. The main reason is lack of trained teachers and effective and precise objectives of English curriculum. The majority of teachers teaching English language at schools depend upon outmoded instructional modus operandi. This paper serves as a measure to identify the current gaps in teaching of English at secondary school. It mainly compares the performance of students in four English skills (reading, writing, speaking, and listening) taught by traditional and skill-based English teaching methods. The findings reveal that there is no concept of skills-based language teaching among secondary school students and the subsequent testing of the expected skills across all secondary schools in Pakistan. This results in the lack of professional requirement for natural use of English amongst secondary school students.

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