The museum as classroom: expanding the boundaries of ESL curriculum in Korea

2018 ◽  
pp. 57-68
Author(s):  
Kristina Dziedzic Wright
Keyword(s):  
Esl Curriculum

scholarly journals Teachers' Curriculum Planning and Accommodations of Innovation: Three Case Studies of Adult ESL Instruction

1993 ◽  
Vol 11 (1) ◽  
pp. 30 ◽  
Author(s):  
Alister Cumming
Keyword(s):  
Teaching Practices ◽  
Second Language Writing ◽  
Pedagogical Knowledge ◽  
Curriculum Planning ◽  
Instructional Planning ◽  
Adult Esl ◽  
Language Writing ◽  
Esl Instruction ◽  
Esl Learners ◽  
Esl Curriculum

How do experienced ESL instructors plan and organize their teaching practices to make curriculum innovations? The present research sought answers to this question in three different educational contexts, attempting to document the curriculum concepts, pedagogical knowledge, and processes of instructional planning that eight teachers used to create novel courses for adult ESL learners. Findings describe (1) four modes of planning and twelve cycles of information-gathering in the ESL curriculum planning of one teacher, (2) verification of this framework among four additional teachers, as well as (3) an additional framework for documenting teachers' orientations to curriculum content in second language writing instruction, accounting for three teachers' processes of accommodating an instructional innovation into their usual teaching practices.

Competing allegiances in ESL curriculum work

2010 ◽  
Vol 5 (1) ◽  
pp. 33-47 ◽  
Author(s):  
Gavin Melles
Keyword(s):  
Esl Curriculum

A Model for Mobile Social Media Integration in Constructivist ESL Classrooms

2018 ◽  
pp. 68-89 ◽  
Author(s):  
Ellen Yeh ◽  
Nicholas Swinehart
Keyword(s):  
Social Media ◽  
Technology Literacy ◽  
Academic English ◽  
Art Students ◽  
Learning Contexts ◽  
Social Media Platforms ◽  
Intensive Program ◽  
Social Constructivist Learning ◽  
Media Integration ◽  
Esl Curriculum

Social media, with its ability to create opportunities for interaction, presents a platform for applying technology into social constructivist learning contexts in innovative and meaningful ways. This chapter proposes a model for integrating mobile social media in a content-based ESL curriculum. Newly-arrived international art students were introduced to popular social media platforms and were trained on how to use these tools to conduct research and document their experiences in the field during a summer intensive program. Results are discussed in terms of effects on students' academic English knowledge and abilities, knowledge of local academic and creative cultures, and technology literacy. Finally, limitations and implications for future studies are explored.

scholarly journals ESL Students Speak Up: Their Stories of How We are Doing.

1995 ◽  
Vol 12 (2) ◽  
pp. 32 ◽  
Author(s):  
Yasuko Kanno ◽  
Sheila Dermer Applebaum
Keyword(s):  
Subject Matter ◽  
Secondary Level ◽  
Academic Skills ◽  
School Community ◽  
Esl Students ◽  
Speak Up ◽  
Esl Curriculum ◽  
Learning English

This study explores the ESL curriculum as experienced by students, casting light on their side of the story. We invited three Japanese secondary-level students to discuss their experience of learning English and analyzed their stories in terms of Schwab's four curriculum commonplaces (learner, subject matter, milieu, and teacher). Our analysis reveals that for the students, learning English has to do with negotiating their identities in a new environment. The current ESL curriculum as it focuses on the development of academic skills may not be providing enough support to help them integrate into the school community. In the absence of such support, some students may run the risk of perpetuating their marginality in the school and prematurely reaching a plateau in their English acquisition. Some practical ideas to promote integration, some of which are already implemented in Canadian schools, are discussed in the light of these findings.

scholarly journals Evaluation of a Hepatitis B Educational ESL Curriculum for Chinese Immigrants

2009 ◽  
Vol 100 (6) ◽  
pp. 463-466 ◽  
Author(s):  
Victoria M. Taylor ◽  
Chong Teh ◽  
Wendy Lam ◽  
Elizabeth Acorda ◽  
Lin Li ◽  
...  
Keyword(s):  
Hepatitis B ◽  
Chinese Immigrants ◽  
Esl Curriculum

scholarly journals Playing "CABE" (Searching and Whispering) to Increase Children’s English Vocabulary

2019 ◽  
Vol 13 (1) ◽  
pp. 143-157
Author(s):  
Venny Eria Ndraha ◽  
Mozes Kurniawan
Keyword(s):  
New York ◽  
Action Research ◽  
Language Learning ◽  
Mobile Learning ◽  
Universal Grammar ◽  
Kindergarten Children ◽  
Teaching English ◽  
Materials Development ◽  
Teaching Grammar ◽  
Esl Curriculum

This study aims to increase children English vocabulary aged 5-6 years old by playing CABE or searching and whispering. This research is classroom action research that was conducted in Marsudirini Sang Timur Kindergarten, Salatiga. The Subjects of the study were 20 B1 kindergarten children.  Data was collected by teaching English vocabulary by playing CABE in some cycles which includes four stages in the form of cycles, there are (1) planning; (2) implementation; (3) observation; and (4) reflection.  Research instruments used in this research was in sheets observation checklist.  The results of a percentage of pre-cycle was 13 %, cycle I was 31 % in first meeting and was 66 % in the second meeting, cycle II was 75 % performed in only one meeting. There is an improvement in pre-action and any action on each meeting until it reaches 75 %. Keywords: Early childhood, English vocabulary, “CABE” method, Learning English References Bawono, Y. (2017). Kemampuan berbahasa pada anak prasekolah : Sebuah kajian pustaka. Prosiding Temu Ilmiah X Ikatan Psikologi Perkembangan Indonesia. Chamot, A. U. (1987). Toward a Functional ESL Curriculum in the Elementary School, in Long, Michael H. & Richards, Jack C. (eds.) Methodology in TESOL. New York: Newburry House Publishers. Fromkin, V., Rodman, R., & H., & N. (1990). An Intoduction to Language. New York, NY: Avon Books. İlin, G., Kutlu, Ö., & Kutluay, A. (2013). An Action Research: Using Videos for Teaching Grammar in an ESP Class. Procedia - Social and Behavioral Sciences. https://doi.org/https://doi.org/10.1016/j.sbspro.2013.01.065 Imam, I. (2016). Meningkatkan Kemampuan Menyimak Siswa Kelas I Melalui Teknik Permainan Pesan Berantai Pada Pembalajaran Bahasa Indonesia. PEDAGOGIA: Jurnal Pendidikan. https://doi.org/https://doi.org/10.21070/pedagogia.v3i2.62 Khairani, A. I. (2016). Pendidikan Bahasa Inggris Untuk Anak Usia Dini. Digilib.Unimed.Ac.Id. Kurniawan, M., & Tanone, R. (2016). Mobile learning in TESOL: A golden bridge for enhancement of grammar awareness and vocabulary mastery? Asian EFL Journal. Kurniawan, M., & Tanone, R. (2016). Mobile learning in TESOL: A golden bridge for enhancement of grammar awareness and vocabulary mastery? Asian EFL Journal. Matondang, E. M. (2005). Menumbuhkan Minat Belajar Bahasa Inggris Anak Usia Dini melalui Lagu dan Gerak. Jakarta: Jurnal Pendidikan Penabur. Montessori, M. (1991). The discovery of the Child. New York: Ballatine Book. Muflihah, M. (2019). Pentingnya Peran BAhasa dalam Pendidikan Usia DIni (PAUD). ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal. https://doi.org/https://doi.org/10.21043/thufula.v2i2.4642 Mustafa, B. (2007). Pendidikan Anak Usia Dini. Musthafa, B. (2010). Teaching English to Young Learners in Indonesia : Essential Requirements. Educationist. Nugrahani, D., Egar, N., Sumardiyani, L., & Wardoyo, S. L. (2017). PENDIDIKAN ANAK USIA DINI BERBASIS LIFE SKILLS. E-DIMAS. https://doi.org/https://doi.org/10.26877/e-dimas.v2i1.102 Nurjanah, N, Dwiastuty, Nina, Susilawati, S. (2015). Mengenalkan Model Pengajaran Edutainment Mengajarkan Bahasa Inggris Pada Anak–Anak Usia Dini. Faktor. Jurnal Ilmiah Kependidikan. Nurmadiah, N. (2018). Strategi Pembelajaran Anak Usia Dini. Al-Afkar : Jurnal Keislaman & Peradaban. https://doi.org/https://doi.org/10.28944/afkar.v3i1.101 Nurvitasari, M. D. (2016). Penerapan Aspek Perkembangan Anak Usia Dini Dalam Media Macca (Balok Susun Interaktif). O’Grady, W. (2008). Innateness, universal grammar, and emergentism. Lingua. https://doi.org/https://doi.org/10.1016/j.lingua.2007.03.005 Santrock, J. (n.d.). Adolesence (Fifth Edit). New York, NY: McGrawHill Company Inc. Sophya, I. V. (2019). Desain Pembelajaran BAhasa Inggris untuk Pendidikan Anak Usia Dini. ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal. https://doi.org/https://doi.org/10.21043/thufula.v2i2.4639 Tomlinson, B. (2012). Materials development for language learning and languange teaching. https://doi.org/https://doi.org/10.1017/S0261444811000528 Vygotsky, L. S. (1986). Thought and Language. Cambridge, M.A.: The MIT Press Wiratno, T., & Santosa, R. (2003). Bahasa, Fungsi Bahasa, dan Konteks Sosial. Bahasa, Fungsi Bahasa, Dan Konteks Sosial Yamin, M. (2010). Panduan Pendidikan Anak Usia Dini. Jakarta: Gaung Persada Pers Zaini, A. (2015). Bermain sebagai metode pembelajaran bagi anak usia dini. ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal  

scholarly journals Raising Saudi Students’ (Energy) Sustainability Awareness through ESL – Teachers’ Thoughts

2019 ◽  
Vol 21 (1) ◽  
pp. 137-154 ◽  
Author(s):  
Amani K. Hamdan Alghamdi ◽  
Wai Si El-Hassan
Keyword(s):  
Higher Education ◽  
Saudi Arabian ◽  
Human Resource Managers ◽  
Esl Teachers ◽  
English As Second Language ◽  
Pedagogical Innovation ◽  
Teachers Perceptions ◽  
Higher Education Curriculum ◽  
Preparatory Year ◽  
Esl Curriculum

Abstract This inaugural qualitative study solicited English as Second Language (ESL) teachers’ thoughts about using ESL to teach Saudi Arabian (SA) university foundation year students about and raise their awareness of energy and sustainability issues. Fourteen participants from three higher education institutions in the Eastern Province of SA prepared typed responses in a word office document to 15 questions pertaining to ESL teachers’ perceptions, opinions, beliefs, attitudes, knowledge, and values of using ESL to teach sustainability. Data returned by email were iteratively read and insights culled to provide an inaugural profile of ESL teachers’ thoughts about this pedagogical innovation in SA higher education preparatory-year programs. The findings indicated a positive picture towards incorporating sustainability topics into Saudi Arabian ESL curriculum. Participants were enthusiastic about such tasks and about seeking knowledge related to sustainability by various means to augment lack of knowledge. They were of the opinion that this is a legitimate role for ESL teachers and believed that they would be effective and bring value to students’ learning. They readily suggested rich ideas about what a sustainability-infused ESL curriculum would look like. This study was an original one in that it solicited and shared the voices of ESL teachers in SA about the idea of concurrently teaching language and sustainability. Nominal research addresses this pedagogical approach meaning the findings are valuable to ESL training schools, SA university foundation program planners, SA higher education curriculum developers and higher education human resource managers who recruit and hire ESL instructors.

scholarly journals An Interdisciplinary Theory-Based ESL Curriculum to Teach English as a Second Language

2011 ◽  
Vol 13 (2) ◽  
pp. 60 ◽  
Author(s):  
Brenda Fuentes ◽  
Francisco Soto Mas ◽  
Erika Mein ◽  
Holly E. Jacobson
Keyword(s):  
Second Language ◽  
The United States ◽  
Border Region ◽  
Esl Programs ◽  
The Us ◽  
Social Achievement ◽  
Mexico Border ◽  
The Individual ◽  
Interdisciplinary Theory ◽  
Esl Curriculum

Among Hispanic immigrants in the United States (US), learning English is considered necessary for economic and social achievement. Asa consequence, there is a high demand for English as a Second Language (ESL) classes. Despite the recognized benefits of ESL programs,both at the individual and social levels, more research is needed to identify education strategies that effectively promote all aspects of learningEnglish as a second language. This article describes an ESL curriculum that incorporates a theory-based pedagogical approach specificallydesigned for immigrant Hispanic adults on the US-Mexico border region. The article also describes the implementation of the curriculum aswell as the results of the evaluation, which was conducted using both quantitative and qualitative methods. Quantitative results indicate thatthe participants significantly improved their English proficiency (L2). Qualitative results suggest that participants were positively impactedby both the content and pedagogical approaches used by the curriculum. Their experience with the ESL class was positive in general. It canbe concluded that the curriculum achieved its objective. This approach could serve as a model for second language teaching for adults

scholarly journals E-mail Exchanges: Teaching Language, Culture, and Technology for the 21st Century

1998 ◽  
Vol 16 (1) ◽  
pp. 88 ◽  
Author(s):  
Valerie Ruhe
Keyword(s):  
Young People ◽  
21St Century ◽  
College Preparatory ◽  
Intercultural Awareness ◽  
Teaching Language ◽  
University Of Wisconsin ◽  
University College ◽  
The University ◽  
Esl Curriculum ◽  
E Mail

How can e-mail be integrated into a college preparatory ESL curriculum? Classroom e-mail exchanges between the University College of the Cariboo in Kamloops, BC and the University of Wisconsin, the University of Northeastern fllinois, and Carleton University demonstrate that e-mail can be effective in teaching intercultural awareness, creating a more positive affective climate by providing greater privacy and intimacy, and in making the EAP curriculum more relevant to the needs and aspirations of young people looking ahead to the 21st century.

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