scholarly journals Tracing the Standards of Peace Education: Reflections from English language Curriculum

sjesr ◽  
2020 ◽  
Vol 3 (2) ◽  
pp. 360-369
Author(s):  
Samra Bashir ◽  
Dr. Muhammad Amin ◽  
Humera Amin
Keyword(s):  
Gender Discrimination ◽  
Environmental Sustainability ◽  
Peace Education ◽  
English Language ◽  
Language Curriculum ◽  
English Curriculum ◽  
Contemporary World ◽  
Religious Conflicts ◽  
Description Framework

Contemporary world, is facing serious issues of peace e.g. social injustice, gender discrimination and violation of human rights, narrow-mindedness towards other’s cultures, religious conflicts, suppressing the women, inhumane handling of minorities and lake of interest in environmental sustainability. Consistency in this situation arises the need to address these issues through education to move forward towards peace and stability. This research analyzed the curriculum and textbooks of English of Punjab Textbook Board to determine whether this curriculum impending the standards of peace education or not. This qualitative study followed the curriculum analysis framework suggested by Levander & Mikkola, in 2009. The analysis of English language curriculum was conducted in two stages. First stage that is called Concept Map Framework (CFM) was performed to enlist features of peace education found in the objectives and textbooks of English curriculum. The second stage of analysis; Dimensional Description Framework (DDF) was conducted to determine the depth or quality of description that was enlisted at first stage. The findings of the study highlights that the objectives of curriculum of English give sufficient coverage to the features of peace. Text books of English for elementary grades elaborates some features of peace education i.e. “love for humanity, tolerance, brotherhood, human values, justice, gender equality”. The depth or quality of description remained brief for most of features of peace education. This situation is not presenting a satisfactory picture of existence of features of peace education in the textbooks of English language. Curriculum of English language needs to incorporate all features of peace education in balance form at all grades of elementary.

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.

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.

scholarly journals Investigating Cascade Training of CEFR-Aligned Standards-Based English Language Curriculum (SBELC) in Rural Malaysia

2021 ◽  
Vol 20 (7) ◽  
pp. 100-117
Author(s):  
J. W Ong ◽  
A. J. Ahmad Tajuddin
Keyword(s):  
Literature Review ◽  
Quantitative Study ◽  
Curriculum Reform ◽  
Thematic Analysis ◽  
English Language ◽  
Training Experience ◽  
Language Curriculum ◽  
Training Structures ◽  
Teachers Training

This article describes a study to understand teachers’ experience in implementing the CEFR-Aligned Standards-Based English Language Curriculum (SBELC) in rural Sabah, Malaysia. The literature review revealed many cases where curriculum reform was not implemented as intended due to factors such as inappropriate training structures and inadequate training, understanding, and resources. Compared to other regions in Malaysia, rural Sabah schools may face a more acute situation due to teachers’ lack of experience and resource shortages for the implementation of training and teaching. In this study, the researchers interviewed six teachers, with two of them also serving as trainers of the new curriculum. Transcripts were analysed using deductive thematic analysis. The codes revealed that teachers in general had a positive training experience that was reflective, open to reinterpretation, and with a degree of decentralisation of expertise. There were also issues where quality of training deteriorated as the levels progressed, due to lack of resources allocated. This article offers some suggestions to enhance rural Sabah teachers’ training experience. A quantitative study of a larger scale should be done to further confirm the findings of this study.

scholarly journals The Effectiveness of Using Language Arts in the English Language Curriculum to Teach Pronunciation and Vocabulary among Year One Students in One Semi Urban School in Malaysia

2020 ◽  
Vol 8 (4) ◽  
pp. 20-26
Author(s):  
Ganesan Shanmugavelu ◽  
Malar Arasi RK Sundaram
Keyword(s):  
Language Arts ◽  
English Language Arts ◽  
Traditional Method ◽  
English Language ◽  
Urban School ◽  
Language Curriculum ◽  
English Curriculum

The English Language curriculum in Malaysia is using Language Arts to teach English. Language arts is a new component designed to create appreciation and enjoyment amongst pupils as they learn the language. This fun-filled and innovative section in the new English Curriculum is a great experience and used as well as a means to create confidence in pupils to use the language without inhibitions. The focus here is the use of language arts to teach pronunciation of words and understanding the meaning of the words better among the Year One students in a semi-urban school. Therefore the research has attempted to study the effectiveness of using songs to teach pronunciation and vocabulary among these students, as compared to using the traditional method, drilling, to teach pronunciation and vocabulary.

scholarly journals A Qualitative Study on Issues of English Curriculum Implementation at Higher Secondary Level Schools in Pakistan

2020 ◽  
Vol V (I) ◽  
pp. 623-632
Author(s):  
Muhammad Saleem ◽  
Hafiza Sadiya Iqbal ◽  
Rafaqat Ali Akbar
Keyword(s):  
Communication Skills ◽  
English Language ◽  
Curriculum Implementation ◽  
Sampling Technique ◽  
Secondary Level ◽  
English Teachers ◽  
Interview Protocol ◽  
English Curriculum ◽  
English Subject

This study was designed to explore the issues of English curriculum implementation at higher secondary level in Punjab. The study was qualitative in nature, and the sample was selected by using a purposive sampling technique that comprised 10 English teachers. One interview protocol named issues of English curriculum implementation was used to collect the data, and thematic analysis was applied to analyze the participants interview transcripts. The interview protocol was also validated by experts. The results of the study showed that English teachers faced various issues of social and ethical development, ensuring the quality of the English language, the validity of curriculum, multiculturalism and textbook alignment with curriculum document. The results of the study suggested giving motivation to English teachers in order to apply effective communication skills in teaching the English language as well as to reduce issues by providing funds, facilitating English teachers and proper supervision of curriculum implementation of English subject.

scholarly journals A Model for Determining Students’ and Teachers’ Perspectives on the Turkish 11th Grade English Language Curriculum in Terms of Achieved Learning Outcomes

2021 ◽  
Vol 7 (1) ◽  
pp. 184
Author(s):  
Gürbüz Ocak ◽  
Burcu Karafil
Keyword(s):  
High School Students ◽  
Learning Outcomes ◽  
Self Efficacy ◽  
English Language ◽  
Reading Skill ◽  
School Students ◽  
Language Curriculum ◽  
English Curriculum ◽  
Teachers Perspectives ◽  
11Th Grade

In the current study, it was aimed to evaluate the Turkish 11th grade English language curricula implemented in Turkey in terms of achieved learning outcomes. In the study, case study model was employed. The data were obtained from 20 11th grade high school students and an English language teacher in the spring term of 2018-2019 academic year. “Learning Outcomes Questionnaire for Students” was prepared by the researchers in order to obtain data from the students to determine their self-efficacy perceptions about achieving the Turkish 11th grade English curriculum learning outcomes. The second data collection tool was “Learning Outcomes Questionnaire for Teachers”. This questionnaire was also prepared by the researchers for the teachers to determine teachers’ opinions about the degree that students achieved the learning outcomes. Open-ended questions were prepared and asked to the teacher to obtain the qualitative data Moreover, classroom observations were carried out during four weeks, and one class hour of observation was made per week. The findings of the study showed that the students’ self-efficacy perception on “Pronunciation” skill was at highest level (X = 3.68) while their perception on “Reading” skill was at lowest (X = 2.94). Similarly, the teacher’s mean score was at highest level for “Pronunciation” skill while it was lowest for “Reading” skill.

scholarly journals Reporting sustainability in the English-language press of Southeast Asia

2006 ◽  
Vol 12 (2) ◽  
pp. 106-135 ◽  
Author(s):  
Chris Nash ◽  
Wendy Bacon
Keyword(s):  
Field Theory ◽  
Quantitative Analysis ◽  
Southeast Asia ◽  
Subject Matter ◽  
Environmental Sustainability ◽  
English Language ◽  
Explanatory Power ◽  
Economic Issues ◽  
Political Differences

This article reports on a preliminary scan of six English-language newspapers in Southeast Asia, with a side comparison to a leading Australian newspaper, regarding their coverage of environmental sustainability issues over a two month period in 2005.  It identifies the ownership and key politico-economic issues for each masthead, and does a detailed quantitative analysis of their subject matter and use of sources, followed by two case studies of complex, multisourced stories critical of corporate or government activities. The analysis draws on field theory, and canvasses debates about the power relations among journalists and sources. It concludes that there is a common set of journalistic practices across the sample regardless of national and political differences, but considerable diversity of approaches within that commonality. Patterns of ownership, particularly state vs non-state offer little general explanatory power for this diversity.  Protection of the environment had ‘motherhood status’ in the reporting, but precisely because of this status no assumptions can be made about the quality of the coverage.

scholarly journals An Analysis of Indonesia’s 2013 EFL Curriculum and Turkey’s National English Language Curriculum for Secondary Schools

2018 ◽  
Vol 3 (1) ◽  
pp. 23 ◽  
Author(s):  
Suci Noer Wulan Sari ◽  
Niken Anastasia Kusuma Wardani
Keyword(s):  
Instructional Design ◽  
Secondary Schools ◽  
English Language ◽  
Instructional Materials ◽  
Education Quality ◽  
Educational Reforms ◽  
Language Curriculum ◽  
Teachers And Students ◽  
Qualitative Descriptive

Indonesia and Turkey have experienced educational reforms for decades, for instance in constructing EFL curriculum. Educational reforms could be done to address a certain problem encountered by a nation and to better the quality of education. Therefore, there emerged a need to analyse the EFL curricula designed for secondary schools in both countries to identify the commonalities and differences considered for a better improvement in education quality. Thus, the present study was aimed at analysing Indonesia’s 2013 EFL Curriculum and Turkey’s National English language Curriculum for secondary schools: the rationale, aims and organization (instructional design, instructional materials, and assessment). The study employed a qualitative descriptive design using document analysis to analyse some curricula documents. The findings revealed the commonalities lie in learner-centeredness view and the main goal of EFL curriculum. However, the differences lie in the instructional design, materials, and assessment. Given that Indonesia may adopt technology-enhanced assessment for a better assessment. It is suggested for further studies to employ interviews and surveys with teachers and students to gain more data.

scholarly journals Classroom Implementation Practices of the Secondary Level English Curriculum: A Case of Nepal

2015 ◽  
Vol 19 (1-2) ◽  
pp. 88-98
Author(s):  
Manita Karki
Keyword(s):  
English Language ◽  
Secondary Level ◽  
Educational Programme ◽  
Language Teachers ◽  
School Level ◽  
Classroom Implementation ◽  
Language Curriculum ◽  
English Curriculum ◽  
Graduate Research ◽  
English Language Teachers

Curriculum is a whole educational programme to fulfil the objectives of national educational system that provides the fundamental frame for the teachers to teach in schools. The school level English language curriculum in Nepal aims at developing a comprehensive communicative competence in learners. This paper attempts to explore the extent to which English language teachers teaching at secondary level in Nepal understand the English curriculum and implement it in their classroom teaching. The paper is based on my graduate research project at Kathmandu University which involved eight English-language teachers from the Kathmandu valley for interview and observation to collect required information. The paper accomplishes the thesis that EFL teachers make sense of knowledge of curriculum at theoretical level; however it has not been utilized, as it should be, in their classroom practices. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12083 Journal of NELTA, Vol 19 No. 1-2, December 2014: 88-98

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