scholarly journals EVALUATION OF THE ENGLISH TEXTBOOK OF STANDARD SEVEN OF GUJARAT IN THE LIGHT OF NCF

2018 ◽  
pp. 189-196
Author(s):  
Jagdish Joshi ◽  
Jaydipbhai Savaliya
Keyword(s):  
Higher Education ◽  
English Language ◽  
National Curriculum ◽  
Official Language ◽  
Education Policies ◽  
Gujarat State ◽  
Curriculum Framework ◽  
School Learning ◽  
English Textbooks ◽  
Two Parameter

English language is lot more than just an official language in India. It has been the language of the diplomacy, higher administration, higher education, superior judiciary etc. English is a language of opportunities and success for life in India. There have been different commissions and Education Policies were published to improve our Education. National Curriculum Framework 2005 is the latest. NCF 2005 is most vital part for develops textbooks. So evaluate textbook of English of standard seven of Gujarati medium which is published by Gujarat state textbook board in the light of NCF 2005. Textbook of English is evaluated as per parameters which are selected from NCF-2005. Sixteen parameters are used to evaluate the English textbooks of Standard seven. Parameters are like: Connecting knowledge to out of the school, Learning is Shifted away from rote method, Overall development of children, making children sensitive to the environment, Child centred education, Active and creative capabilities, etc. English textbook of standard seven has all the qualities or it is as per the NCF-2005’s suggestion except two parameter: Peace, and Making children sensitive to the environment.

scholarly journals EVALUATION OF THE ENGLISH TEXTBOOK OF STANDARD SIX OF GUJARAT IN THE LIGHT OF NCF

2017 ◽  
pp. 101-107
Author(s):  
Jagdish Josho ◽  
Jaydipbhai Savaliya
Keyword(s):  
Higher Education ◽  
English Language ◽  
National Curriculum ◽  
Official Language ◽  
Education Policies ◽  
Gujarat State ◽  
Vital Part ◽  
Curriculum Framework ◽  
School Learning ◽  
English Textbooks

English language is lot more than just an official language in India. It has been the language of the diplomacy, higher administration, higher education, superior judiciary etc. English is a language of opportunities and success for life in India. There have been different commissions and Education Policies were published to improve our Education. National Curriculum Framework 2005 is the latest. NCF 2005 is most vital part for develops textbooks. So evaluate textbook of English of standard six of Gujarati medium which is published by Gujarat state textbook board in the light of NCF 2005. Textbook of English is evaluated as per parameters which are selected from NCF-2005. Sixteen parameters are used to evaluate the English textbooks of Standard six. Parameters are like: Connecting knowledge to out of the school, Learning is Shifted away from rote method, Overall development of children, making children sensitive to the environment, Child centred education, Active and creative capabilities, etc. English textbook of standard six has all the qualities or it is as per the NCF2005’s suggestion except one parameter: Peace. There is no any activity which is based on peace.

scholarly journals EVALUATION AND COMPARISON OF THE ENGLISH TEXTBOOKS OF STANDARD SIX, SEVEN AND EIGHT OF MADHYA PRADESH IN THE LIGHT OF NCF

2021 ◽  
pp. 411-421
Author(s):  
Jagdishbhai S Joshi ◽  
Jaydipbhai K Savaliya
Keyword(s):  
National Curriculum ◽  
School Curriculum ◽  
Madhya Pradesh ◽  
Education Policies ◽  
Wide Range ◽  
Curriculum Framework ◽  
The Status ◽  
English Textbooks ◽  
The Government ◽  
Two Parameters

Schools and universities were enlarged rapidly in India after independence. English was not limited for some particular schools and colleges. But there were prosecute for the status of English. The government formed commissions to expand the standard of English in schools and colleges. Different commissions and Education Policies were published to improve our Education. NCERT following the recommendation of Education policy of 1968 and prepared NCF. National Curriculum Framework provides guidelines for developing textbooks and school curriculum. NCF-2005 prepared by NCERT discusses a wide range of issues related school education. So evaluate the textbooks of English of standard six, seven and eight of Hindi medium which are published by Madhya Pradesh textbook board in the light of NCF 2005. Textbooks of English are assessed with the reference of NCF-2005. Sixteen parameters are used to evaluate the English textbooks of Standard six, seven and eight. English textbooks of these standard have all the qualities or it is as per the NCF-2005’s suggestion except two parameters: ‘Peace’, and ‘Designers of textbooks provide guidance to teacher regarding ways I which the subject matter can explored’. Standard six has not any example of ‘Performing a small drama or enact a dialogue’ too. Standard seven has not any example of ‘Making children sensitive to the environment’

scholarly journals O Le Si'Osi'Omaga O Le Punafanau Lea O Se Gagana E Ola: The Linguistic Landscape Of Samoa

2021 ◽  
Author(s):  
◽  
Faith Esera
Keyword(s):  
New Zealand ◽  
English Language ◽  
Research Question ◽  
Digital Camera ◽  
Linguistic Landscape ◽  
Official Language ◽  
Language Policies ◽  
Education Policies ◽  
The Pacific ◽  
Official Status

<p>The official language of Sāmoa is Samoan, but the majority of the population speak English as a second language. Because of early contact with missionaries and colonial powers, the English language soon became widely acknowledged and used in Sāmoa. Even after Sāmoa became independent from New Zealand, the English language was and is still recognised, but not made official, in the Constitution of Sāmoa and education policies.  This paper reports on the languages that are present in the linguistic landscape of Sāmoa. The main purpose of the study was to identify the predominant language used in Sāmoa, and to analyse ‘hybridity’ or ‘dualism’ on signs that contained the Samoan language. The data consists of 987 signs taken from two survey areas, Apia and Salelologa, using a digital camera. Scollon and Scollon’s (2003) ‘Place Semiotics’ was used to give an overview of the preferred code in the LL of Sāmoa. The ‘Motu Analysis’, a reconceptualization of Backhaus’s ‘part writing’ types, was used to analyse how two or more languages are used and positioned on signs in the LL; this analysis responds to the research question on ‘hybridity’. The final step involved a closer analysis of the subset of signs containing the Samoan language to detect signs of hybridity through loanwords and semantic extensions.  The results of the analyses indicated that English is the dominant language in the linguistic landscape of Sāmoa despite lacking official status in the language policies of Sāmoa. The findings further reveal that the English influence on the Samoan language on the signs is reflected more in semantic loans than loanwords, revealing a healthier picture of the Samoan language. The study concludes with possible lines of research for further studies in Sāmoa and the Pacific.</p>

An Investigation into Chinese Influence on the Current Curriculum of Bachelor of Business English Degrees at Vietnamese Universities

2020 ◽  
Vol 10 (10) ◽  
pp. 1179
Author(s):  
Anh Thi Tuyet Nguyen ◽  
Christine Cunningham ◽  
Annamaria Paolino
Keyword(s):  
English Language ◽  
National Curriculum ◽  
Document Analysis ◽  
Qualitative Approach ◽  
Russian Language ◽  
Business English ◽  
Language Competence ◽  
Curriculum Framework ◽  
The World ◽  
Current Curriculum

In education across the world the curriculum plays a very important part, as it guides student learning and helps to realise what the teacher has planned. A lot of research has been conducted on curricula; however, few studies have investigated the Bachelor of Business English (BBE) curriculum and even less focusing on Vietnamese universities. This project aimed to investigate the present curricula of BBE at Vietnamese universities to gain important understandings about the purposes of the curriculum of BBE. The project adopted an interpretivist, qualitative approach using document analysis to investigate BBE curricula. Information about the present curricula was collected from the official websites of Vietnamese universities and was analysed using thematic coding. The findings revealed that the present curricula of BBE, which is a national curriculum framework, is influenced by the curriculum theories of Bobbit (1918) and Tyler (1949). In addition, the results show the components of the BBE curriculum has been influenced by a Chinese influenced BBE framework. And yet, interestingly, today there is a focus on English language competence, rather than Chinese or Russian language competence. Nevertheless, the key findings reveal some concerns with the present BBE curriculum in Vietnam.

scholarly journals ‘Teacher! Teacher! I want “A”, teacher!’

2011 ◽  
Vol 17 (2) ◽  
pp. 130-147 ◽  
Author(s):  
Philip Cass
Keyword(s):  
Higher Education ◽  
English Language ◽  
Language Education ◽  
Media Education ◽  
Education Policies ◽  
English Language Education ◽  
Language Of Instruction ◽  
Current Form ◽  
Higher Education Policies

This article broadly examines the teaching of journalism and media studies in the countries of the Gulf Co-operation Council and focuses specifically on the authors’ experiences of teaching these subject areas in the Colleges of Applied Science in Oman. Written partly in response to O’Rourke and Belushi (2010) and drawing on earlier work by Quinn (2001) and Al Hasani (2006), the paper addresses a number of broader questions about journalism and media education in the GCC countries. It asks whether the use of English as a language of instruction is sustainable in countries like Oman and whether its use is based on considerations of practicality or because of its perceived prestige. The article draws on debates about higher education language policy and questions about the viability of teaching ‘Western-style’ journalism in non-democratic societies raised by Josephi (2010) and others. The article argues that higher education policies which affect journalism and media education too often appear to be based on ideas about what will make the country look good or ‘modern’ while ignoring what might be its actual needs. The article argues that in some cases English language education in these subjects is not viable in its current form and that students themselves see the role of journalism in an utterly different light to that of their ‘Western’ or ‘Western’-educated instructors.

English Language Teacher Education in India

2021 ◽  
Author(s):  
Vishwa Prasad Devupalli
Keyword(s):  
Nineteenth Century ◽  
Teacher Education ◽  
English Language ◽  
Knowledge Society ◽  
National Curriculum ◽  
Compulsory Education ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Curriculum Framework ◽  
Education In India

This book deals with five essential parts. The first part deals with teacher education from ancient India to nineteenth century. It briefly describes the evolution of teacher education till the end of nineteenth century. The second part reflects upon teacher education during colonial period and post-independence India in the twentieth century. The third part gives the details of the education movements, Knowledge Commission’s call for knowledge society and the importance of the English Language in India, school curricula, teacher education and pedagogy of English. The fourth part puts forth the importance of the English language teaching, English teachers’ knowledge base and teacher education as given in the National Curriculum Framework for School Education (2005), National Curriculum Framework for Teacher Education (2009) Right of the Children to Free and Compulsory Education Act (RTE), 2010. The fifth part draws attention to the problems in present-day English language teacher education in India and how could those problems be solved.

scholarly journals O Le Si'Osi'Omaga O Le Punafanau Lea O Se Gagana E Ola: The Linguistic Landscape Of Samoa

2021 ◽  
Author(s):  
◽  
Faith Esera
Keyword(s):  
New Zealand ◽  
English Language ◽  
Research Question ◽  
Digital Camera ◽  
Linguistic Landscape ◽  
Official Language ◽  
Language Policies ◽  
Education Policies ◽  
The Pacific ◽  
Official Status

<p>The official language of Sāmoa is Samoan, but the majority of the population speak English as a second language. Because of early contact with missionaries and colonial powers, the English language soon became widely acknowledged and used in Sāmoa. Even after Sāmoa became independent from New Zealand, the English language was and is still recognised, but not made official, in the Constitution of Sāmoa and education policies.  This paper reports on the languages that are present in the linguistic landscape of Sāmoa. The main purpose of the study was to identify the predominant language used in Sāmoa, and to analyse ‘hybridity’ or ‘dualism’ on signs that contained the Samoan language. The data consists of 987 signs taken from two survey areas, Apia and Salelologa, using a digital camera. Scollon and Scollon’s (2003) ‘Place Semiotics’ was used to give an overview of the preferred code in the LL of Sāmoa. The ‘Motu Analysis’, a reconceptualization of Backhaus’s ‘part writing’ types, was used to analyse how two or more languages are used and positioned on signs in the LL; this analysis responds to the research question on ‘hybridity’. The final step involved a closer analysis of the subset of signs containing the Samoan language to detect signs of hybridity through loanwords and semantic extensions.  The results of the analyses indicated that English is the dominant language in the linguistic landscape of Sāmoa despite lacking official status in the language policies of Sāmoa. The findings further reveal that the English influence on the Samoan language on the signs is reflected more in semantic loans than loanwords, revealing a healthier picture of the Samoan language. The study concludes with possible lines of research for further studies in Sāmoa and the Pacific.</p>

scholarly journals EVALUATION AND COMPARISON OF THE ENGLISH TEXTBOOKS OF UPPER PRIMARY SCHOOLS OF WESTERN REGION OF INDIA IN THE LIGHT OF NCF

2020 ◽  
pp. 88-109
Author(s):  
Jagdish Joshi ◽  
Jaydip Savaliya
Keyword(s):  
Primary Schools ◽  
National Curriculum ◽  
School Curriculum ◽  
Western Region ◽  
Wide Range ◽  
Curriculum Framework ◽  
Good Score ◽  
English Textbooks ◽  
Almost All ◽  
Preparation Work

It is believed that the textbook is a significant medium in the present education system. Textbook is one of the proven authoritative sources to establish values in students in the elementary stage. Students are mostly depended on the textbook at this stage. So it is necessary, the textbook should be a complete package which develops students’ life in all strata of life. NCERT developed NCF in 1975 following the recommendation of Education Policy on 1968. NCERT develops National Curriculum Framework which provides guidelines for developing textbooks and school curriculum. NCF-2005 prepared by NCERT discusses a wide range of issues related school education. So evaluate the textbooks of English of upper primary schools of western region of India in the light of NCF 2005. Textbooks are in the regional mediums. Textbooks of English are assessed with the reference of NCF-2005. English textbooks have almost all the qualities or as per the NCF2005’s suggestion except one parameters. Out of all the textbooks of five states, there is no any activity which is based on “Peace’. Authors found that said textbooks are decent and team of textbook preparation work properly to follow NCF. All the states are followed NCF above 87%. It is a good score

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