English Teaching, the Knowledge Question and the National Curriculum

2017 ◽  
pp. 233-261
Author(s):  
Bill Green
Keyword(s):  
National Curriculum ◽  
English Teaching ◽  
Knowledge Question

scholarly journals DESIGNING ENGLISH TRANSLATION TOWARDS INDONESIAN MODERATE RELIGIOUS BASED SCHOOL

2020 ◽  
Vol 8 (3) ◽  
pp. 302-309
Author(s):  
Mohammad Iskandar Dzulkurnain ◽  
Sunardi ◽  
Siswandari ◽  
Asrowi
Keyword(s):  
Instructional Design ◽  
Language Learning ◽  
Learning Process ◽  
National Curriculum ◽  
School Curriculum ◽  
Learning Objective ◽  
English Teaching ◽  
The Government ◽  
Teaching Learning ◽  
Holy Book

Purpose of the study: The purpose of this research is to unearth English teaching, delivering and translating the holy book of instructional design in Pesantren Budi Utomo (PBU) which is the Indonesian moderate religious-based school of East Java, Indonesia in terms of kind of syllabus, learning objectives, materials instruction, evaluation, teaching designs, vigor and its debility of instructional design in English teaching. Methodology: It is qualitative research with ethnographic design. The data conducted in this research are the intended activities in the teaching-learning process, informants, and essential documents relied on the teaching-learning process. The data is collected through observation, interviews, and documentation. The collected data are analyzed through data reduction, categorization of data, and synthesis and arrange work hypothesis. Main Findings: The syllabus that applies as a reference for preparing lesson plans is based on the National Curriculum and the Pesantren (religious-based school) Curriculum. The learning objective includes general learning and specific learning purpose. The learning objective of English learning at PBU is in line with English for Specific Purposes (ESP). The application of curriculum is 50% for the religious-based school curriculum and 50% for the government curriculum. There are many instructional teaching materials such as print, audio, and visual and non-printed. Class activities are another sketch to make students spend their full attraction and attention. Evaluations are conducted periodically. Applications of this study: The syllabus produced from this study is used by the religion-based Islamic school at the secondary level. It has a function to become a bridge for language learning to ease the students for English acquisition. Novelty/Originality of this study: Some similar researches were done to find out more about translation but it has not found yet research that focused on creating a syllabus to facilitate the student in learning the holy book of Islam through translation.

The influence of the CEFR in Turkish national curriculum

2021 ◽  
Vol 9 (2) ◽  
pp. 551-561
Author(s):  
Esin Hazar ◽  
Keyword(s):  
Foreign Language ◽  
Instructional Strategies ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
National Curriculum ◽  
Foreign Language Teaching ◽  
English Teaching ◽  
Teaching Curriculum

Despite the ongoing attempts in Turkey to teach the English language to Turkish citizens so that they can communicate effectively in global contexts, the results reached are much lower than desired. To determine where the mistakes originate, different policies have been followed, course hours and instructional strategies have undergone constant changes. The curriculum which is one of the most important pillars of teaching and learning has been updated according to the principles of the CEFR which deeply affect foreign language teaching in Europe. In this study, the A1 level English teaching curriculum, which was prepared in line with the CEFR principles, was examined based on the CEFR communicative language activities. The learning outcomes included in the curriculum were compared in terms of production, interaction and reception activities, and the alignment of the curriculum to the tenets of the CEFR was revealed.

scholarly journals Insights into CEFR and Its Implementation through the Lens of Preservice English Teachers in Thailand

2021 ◽  
Vol 14 (6) ◽  
pp. 25
Author(s):  
Witchuda Phoolaikao ◽  
Apisak Sukying
Keyword(s):  
Preservice Teachers ◽  
Language Proficiency ◽  
Classroom Practice ◽  
English Language ◽  
National Curriculum ◽  
English Teachers ◽  
Reference Level ◽  
Structured Interviews ◽  
English Teaching ◽  
Teaching Aids

The Common European Framework of Reference for language teaching, learning, and assessment (CEFR) provides a guideline for English teaching aids and curriculum development in language courses. It identifies and describes the specific skills that language learners must acquire to improve their English language proficiency for communication (CoE, 2001). In the Thai context, the Ministry of Education (MoE, 2014) has adopted the framework as a practical handbook for reforming English teaching at all levels. However, only a few studies have examined Thai stakeholders’ perceptions towards CEFR. As such, the current study investigated preservice English teachers’ perceptions of the CEFR in a Thai context. A total of 200 fourth and fifth-year preservice English teachers participated in this study. A mixed-method design was used to collect data via seven-point Likert scale questionnaires and semi-structured interviews. The quantitative findings revealed that the participants had a high level of understanding of the CEFR, specifically in the assessment domain and development of reference level descriptions. By contrast, the qualitative data revealed that Thai preservice teachers have little knowledge of the CEFR, and their understanding of the CEFR was quite limited. Nevertheless, Thai preservice teachers expressed positive views regarding the implementation of the CEFR into classroom practice. Overall, these findings indicate that the preservice English teachers had a poor understanding of the CEFR conception, which suggests that Thai stakeholders must raise awareness regarding the proper implementation of the CEFR and its alignment with the national curriculum. 

ASSESSMENT OF KNOWLEDGE, ATTITUDE, AND PRACTICE OF FIRST AID, AND ASSOCIATED FACTORS, AMONG KINDERGARTEN TEACHERS

2018 ◽  
Vol 7 (5) ◽  
Author(s):  
Amsalu Birara Melese ◽  
Alemtsehay Alemu Tesema ◽  
Amare Simegn
Keyword(s):  
Multivariate Logistic Regression Analysis ◽  
First Aid ◽  
Kindergarten Teachers ◽  
Cross Sectional ◽  
Attitude And Practice ◽  
Knowledge Question ◽  
First Aid Training ◽  
Knowledge Attitude And Practice ◽  
Structured Questionnaire ◽  
Good Attitude

Abstract Background: Injuries are very common now a day and can occur at any point of time in a day to day life. Among them, injuries in school children rank a major part. The objective of this research to evaluate knowledge, attitude and practice towards first aid and factors associated among kindergarten teachers. Methods: Institutions based cross-sectional quantitative study design was employed. The study was conducted in Bahir dar town, Amhara region, Ethiopia from March to May 2017. A Pre-tested and structured questionnaire was used to collect data. Binary and multivariate logistic regression analysis was used to determine the separate and confounding effect for variables. Result: A total of 173 respondents were interviewed with a response rate of 93%. From the total respondents 97 (56.1%) scored above mean for knowledge question, In particular, subjects lacked knowledge regarding first aid for Human/animal bite (60.1%) was not answered correctly. Regarding practice out of all respondents, 128(74%) had faced the child in need of first aid. About attitude, all respondents (100%) felt good attitude towards giving and learning first aid. Service year (AOR=8.6, 95%CI0.035-0.399) and previous first aid training (AOR=2.5, 95%CI 1.138-5.570) were found to have a significant association with knowledge of first aid. Conclusion: The knowledge of kindergarten teachers towards first aid were found to be low while they have the good attitude towards giving first aid and receiving training on first aid. It remains necessary to increase their actual first aid knowledge and skills.  

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