scholarly journals Revisiting English Language Teaching (ELT) Curriculum Design: How Appropriate is Bangladesh Higher Secondary Level National ELT Curriculum as a Learner-Centred One?

IIUC Studies ◽  
2012 ◽  
Vol 7 ◽  
pp. 283-296 ◽  
Author(s):  
Md Maksud Ali
Keyword(s):  
Foreign Language ◽  
Curriculum Design ◽  
English Language ◽  
National Curriculum ◽  
Case Study Research ◽  
English Language Teaching ◽  
Western World ◽  
Culturally Appropriate ◽  
Efl Context

ELT curriculum design has seen several transformations overtime, especially with the changing views on the educational ideologies and philosophies in the western world. As far as teaching English in an English as a Second/Foreign language (ESL/EFL) context is concerned, it is often suggested that the ESL or the EFL education should be acculturalized as to be responsive to a particular group of people, and that again refers to the need for a national curriculum for ELT in an EFL country. Thus, in designing an ELT curriculum in an ESOL context, the designers need to examine not only whether the curriculum is responsive to the needs of a group of learners but also if it is ‘culturally appropriate’ in that context or not. Following a qualitative case study research method, this paper examines the extent to which the Higher Secondary ELT national curriculum in Bangladesh is responsive to the socio-cultural needs and the needs of the learners.DOI: http://dx.doi.org/10.3329/iiucs.v7i0.12494 IIUC Studies Vol.7 2011: 283-296

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.

scholarly journals Using English to teach English: Classroom English competence of English language teachers in Vietnam

2017 ◽  
Vol 33 (4) ◽  
Author(s):  
Vu Hai Ha
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
English Language Teachers ◽  
English Competence ◽  
English Classroom ◽  
Language Teaching Methods

The National Foreign Language Project 2020 (Project 2020) has been laying its emphasis on the development of general English language proficiency and English language teaching methods of English language teachers in Vietnamese schools. This article argues that these focuses might overlook an area which is essential for these teachers to use English efficiently in the classrooms: the development of classroom English proficiency. This argument is corroborated by a case study with qualitative data collected from videotaping 113 teachers in their microteaching sessions. It reveals certain limitations in their classroom English competence, especially linguistic and strategic competence. The article concludes by putting forward certain suggestions for Project 2020 as well as future studies to explore other facets of this competence.

scholarly journals NEEDS ANALYSIS IN DEVELOPING ENGLISH CURRICULUM FOR EARLY CHILDHOOD AND ELEMENTARY SCHOOL STUDENTS: A CASE STUDY

2020 ◽  
Vol 10 (2) ◽  
pp. 89
Author(s):  
Isnaniah Isnaniah ◽  
Nor Millah Hayati
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Foreign Language ◽  
English Language ◽  
Case Study Research ◽  
Needs Analysis ◽  
School Students ◽  
English Curriculum ◽  
Young Learners

The awareness of English language mastery leads to the effort of learning the language as early as possible. Since English is used as a foreign language in Indonesia, therefore English have to be introduced to the early childhood and elementary children institutions. When a foreign language is introduced to young learners, it requires special knowledge about how children acquire and learn language, so a proper learning method can be formulated as well. This research aims to conduct the needs analysis in developing English curriculum for early childhood and elementary school children. This research employed a case study research. It was carried out through surveys with relevant subject and related stakeholder at LKP SQUARE Education Center English Program Balai Pengembangan Pendidikan Anak Usia Dini dan pendidikan Masyarakat (BP-PAUD dan Dikmas) Kalimantan Selatan. The object of the research is the subject's response including the tendency of the teachers for applying the curriculum in their teaching activities, the students’ performance, and the students’ character. The data were collected through interview, questionnaire, and observation. The data were analysed descriptively. The finding showed that the young learners need to master English skill actively and confidently.Keywords- Needs Analysis, Curriculum Development, English for Young Learners

scholarly journals Integrated Components of Intercultural Competence in English Language Teaching at College: Case Study

2019 ◽  
Vol 8 (1) ◽  
pp. 72-80
Author(s):  
Muh Hesan ◽  
Slamet Setiawan ◽  
Ahmad Munir
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
Foreign Language Teaching ◽  
English Language Teaching ◽  
College Level ◽  
Intercultural Integration

In this global world, foreign language teaching has been demanded to be intercultural teaching which means that cultural teaching should be integrated in language teaching as well as language competence, in English language teaching for instance. On the ground that the importance of foreign language teaching and learning is largely for purpose of international communication, and intercultural knowledge has crucial role in successful communication. Therefore, this paper reports on a qualitative case study which investigates two English teachers’ practice of integrating intercultural competence in English language teaching at college level. Specifically, this paper provides analysis of intercultural components embedded in teachers’ practice of intercultural integration in teaching English. The data were collected through observation, and unstructured observational notes were employed. The observational data were analysed following sub-processes, are familiarizing, reducing, identifying and classifying, interpreting, and presenting. The result indicates that both English teachers’ understand the objective of English language teaching that teaching language is also teaching the culture as it is showed in their teaching process an intercultural integration, which includes some intercultural components such as attitudes, knowledge, and skills.

scholarly journals Foreign Language Teaching and Development of Language skills :A Pakistani Perspective

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Dr. Syeda Naureen Mumtaz ◽  
◽  
Dr.Uzma Quraishi ◽  
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
National Curriculum ◽  
Foreign Language Teaching ◽  
English Language Teaching ◽  
Structured Interviews ◽  
English As Foreign Language

The study was attempted to explore as to what extent English language teaching in Pakistan has been able to develop language skills among the target learners. The researcher intended to evaluate the limit to which the textbook helps in generating competence of all four integrated skills, especially as laid down in the standards of the National Curriculum (2006). The purpose of this study was to create pragmatic awareness among learners, teachers and educational professionals, working in the field of English as Foreign Language. By method , it was a qualitative study, semi-structured interviews and focus group discussions were the tools used to elicit the data. The participants of this research were selected from public sector schools and organizations including, teachers, policymakers, curriculum developers, subject specialists, and students to examine the effectiveness of grade VIII’s English language textbook on students’ performance . For data analysis themes were developed, coded and summarized in a descriptive mode. The findings of this study reflected that the relevant textbook does not cater to the target learners’ future academic and professional language needs. As a solution to the problems while teaching and learning English as foreign language in Pakistan; this study also offered a model to be followed by the policy makers and practitioners in order to make the existing English language textbook more effectives in terms of foreign language teaching and learning and language skill development.

scholarly journals The Roles of Language Shift in English Language Teaching (A Case Study in the Class of Grammar III in the English Department in Universitas Galuh Ciamis)

2017 ◽  
Vol 6 (1) ◽  
pp. 41
Author(s):  
R Bunga Febriani
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Language Shift ◽  
English Language Teaching ◽  
English Department ◽  
Teaching English ◽  
Language Classrooms

<p>This study emphasizes the use of language shift in the English language teaching classroom. Language shift is a common phenomenon in multilingual conversations, in this case, in the teaching and learning process in language classrooms. The purposes of the study are to find out the use and the roles of language shift in EFL classrooms, how the roles contributed to the Teaching English as Foreign Language in the EFL, and how the language shift affects the process of teaching and in the EFL classroom. The study employed a qualitative approach by using interview and classroom observations as the instruments of the research. The study was a case study in the teaching and learning process of Grammar III to the second-grade students of English department in Universitas Galuh Ciamis. The findings of the study revealed that using language shift while learning and teaching English is useful in the process of teaching and learning English as a foreign language, in this case in the subject of Grammar III subject; and that code-switching as one of the kinds of language shift is necessary and inevitable in language classrooms.</p>

scholarly journals English Language Teaching in Brazil: A Gap in Policy, Problems in Practice

2020 ◽  
Vol 13 (8) ◽  
pp. 135
Author(s):  
Fernanda C. A. Batista
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Basic Education ◽  
Language Teaching ◽  
National Curriculum ◽  
English Language Teaching ◽  
National Education ◽  
Number Of Factors ◽  
The Status ◽  
Policy Problems

Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject in grades 10 to 12 of basic education and preferred foreign language in grades 5 to 9. This paper will analyse possible reasons for this fact. The widespread concept in the Brazilian society that speaking English is beneficial to individuals because it provides access to the globalised world does not seem to be enough to promote the actual learning of the language by the majority of the population, and it is argued here that this fact has to do with a gap in the foreign language teaching policy documents: the 2015 National Education Guidelines and Framework Law (LDB 2015), the Brazilian National Curriculum Parameters for Primary Education (PCN-EF), and the Brazilian National Curriculum Parameters for Secondary Education (PCN-EM). These documents do not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, but, instead, provide suggestions for teachers on how to adapt to the status quo, which means focusing on reading to the detriment of the other aspects of the English language due to a number of factors ranging from a lack of resources to a large number of students per class. &nbsp;

scholarly journals Curriculum Designs: Top-down or Bottom-up? —A Case Study in a Technological School of China

2019 ◽  
Vol 9 (5) ◽  
pp. 545
Author(s):  
Hui Li
Keyword(s):  
Foreign Language ◽  
Curriculum Design ◽  
English Learners ◽  
National Curriculum ◽  
Top Down ◽  
Bottom Up ◽  
Knowledge Of Language ◽  
The One ◽  
The Ideal

Competitive education around the world brings up many issues about curriculum design. In order to cultivate the ideal talents with abundant knowledge of language and specialties, it is necessary to design appropriate curricula. This comparative study has been carried out to discuss the appropriateness of curriculum designed for two parallel groups of English learners as a foreign language based on the survey in a technological school, a case study in China. In this special issue, curriculum design is likely to be problematic although it made a little improvement compared to the one before 2010: a) an analogical curriculum has been designed for both groups of students; b) what directions a curriculum design should follow, the more the better? c) how to balance a national curriculum, its localization and its implementation? d) top-down and bottom-up, language and specialty, which matters? This paper eventually puts forwards some suggestions which would be helpful for the future curriculum design.

scholarly journals Using Hybrid Problem-based Learning (HPBL) Approach to Enhance Libyan EFL Students’ Engagement with English Language

2019 ◽  
Vol 7 (2) ◽  
pp. 9
Author(s):  
Eman Fathi Baresh ◽  
Suraini Mohd Ali ◽  
Ramiaida Darmi
Keyword(s):  
Undergraduate Students ◽  
English Language ◽  
Qualitative Data ◽  
Case Study Research ◽  
Problem Based Learning ◽  
First Year ◽  
Efl Learners ◽  
Efl Context ◽  
Efl Students

This article explores how the Hybrid Problem-Based Learning (HPBL) approach can improve the Libyan EFL learners’ performance in English language speaking. The paper employed the case study research design in which qualitative data through observation and interview were collected and analysed thematically. The participants involved in the study were 30 first-year undergraduate students in one of the Libyan public universities. The study was conducted in the period of 9 weeks. The course was conducted alternatingly between traditional and PBL lessons. The PBL lessons were based on 7 steps of Schmidt, Dauphinee and Patel (1989). At the end of each PBL lesson, students presented their possible solutions for the problem presented in a form of oral presentation (OP). It was found that after undergoing the HPBL process, the speaking ability of the learners improved in fluency, grammar, comprehension, vocabulary, confidence level, intonation skills and pronunciation. It is, thus, concluded the HPBL approach is a worthwhile alternative for English lecturers for the transformation of the stagnant approach to the teaching of English language in the Libyan EFL context.

scholarly journals Tailoring Potent Courses for ESP Learners: A Way to Better Fulfil their Demands

2021 ◽  
Vol 12 (2) ◽  
pp. 414-423
Author(s):  
Fatma ZAGHAR ◽  
El-Alia Wafaâ ZAGHAR
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Language Courses ◽  
Remedial Actions ◽  
Global Language ◽  
Teaching Learning ◽  
The University

In this day and age, it is absolutely indispensable for acquiring competence in English to grapple with the real impediments and huge challenges of the modern epoch. The emergence of English as a global language is among the factors that could explicate its vitality and its expansion. The basic burden of making language courses more relevant to learners’ needs resulted in the advent of languages for specific purposes movement, known in English Language Teaching circles as English for Specific Purposes. ESP then, has since its inception in the early 1960s become one of the most dynamic branches of applied linguistics in general, and of Teaching English as a Foreign Language in particular. To amass relevant data, a case study was conducted through a combination of a questionnaire, classroom observation, and informal interviews with language teachers and subject specialists. The main aim of this present paper is to precisely delineate the teaching/learning process of ESP in the department of Computer Sciences at the University of ORAN1 in Algeria, and the learners’ attitudes towards this teaching. For this purpose, it is necessary to explore the utility of ESP as perceived by learners, and to address problems faced by instructors. The results indicate that the students have a positive attitude towards ESP and that their poor achievement was due to multiple reasons. This digest concludes by offering some suggestions and implications as remedial actions to the major confronted concerns.

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