scholarly journals Academic English Program Evaluation of the Foundation Year at Saudi Petroleum Services Polytechnic College: Trainees and EFL Instructors’ Perceptions

2021 ◽  
Vol 10 (4) ◽  
pp. 24
Author(s):  
Waleed Mahmoud Hamdoun
Keyword(s):  
Language Learning ◽  
Vocational Training ◽  
Academic Staff ◽  
Working Environment ◽  
Language Curriculum ◽  
English Curriculum ◽  
Learning And Teaching ◽  
Constructive Alignment ◽  
Language Quality ◽  
English Program

The main reason of conducting this study is grounded on my rational to provide further guidance to curriculum staff in my professional context, College of Saudi Petroleum Services Polytechnic (SPSP), to develop the current English program taught to vocational trainees to prepare them to their future jobs at petroleum services industry in Saudi Arabia. Unfortunately, the graduates’ spoken language is inadequate at their worksites and therefore their employers are relatively dissatisfied with the language quality of their manpower. Accordingly, I have decided to explore the speaking skill aspects in the existing English curriculum to value its effectiveness in improving and helping the academic staff to produce fluent speakers of English at oil industry workplaces. Based on my study findings, I have found that it is relatively difficult to assign a language course book which meets all the needs of trainees at vocational training institutions because their working environment needs specific learning objectives for learning job-related language. In my research and professional experience, as a researcher in language curriculum development as well as being a language instructor at a vocational training college, I can conclude that the solution to solve language learning and its implication at workplace is to develop EAP/ESP language program based on specific instructional objectives driven from the actual needs assessment at the target workplaces and their intended learning outcomes could be aligned with both learning and teaching activities and assessment tasks using the constructive alignment principles as the constructive alignment framework could be effective in structuring and designing aligned curriculum to meet the intended goals of these contexts, especially vocational training centers and higher education institutions.

scholarly journals Repurposing virtual reality assets: from health sciences to Italian language learning

2020 ◽  
pp. 21-26
Author(s):  
Alessia Plutino ◽  
Tiziana Cervi-Wilson ◽  
Billy Brick
Keyword(s):  
Virtual Reality ◽  
Language Learning ◽  
Pilot Project ◽  
Health Sciences ◽  
Language Curriculum ◽  
Health Care Students ◽  
Italian Language ◽  
Learning And Teaching ◽  
Modern Language ◽  
The University

This paper reports on the rationale for the implementation of a pilot project using a scenario-based Virtual Reality (VR) resource, originally developed by Health Sciences at Coventry University and now being repurposed for Italian language learning as a collaborative project with Modern Languages and Linguistics at the University of Southampton. The original aim of the resource was to prepare health care students for home visits by allowing them to experience a semi-linear conversation with a virtual Non-player Character (NPC). The authors will discuss how they are planning to repurpose the resource for Italian language learning and teaching and will analyse the potential pedagogical uses within the modern language curriculum, including emotional language, employability skills, and the year abroad.

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.

Understanding Learner and Instructor Attitudes Toward and Use of Mobile-Assisted Language Learning

2020 ◽  
pp. 1-34
Author(s):  
Ana Gimeno-Sanz ◽  
Valentina Morgana ◽  
Julie Van de Vyver
Keyword(s):  
Language Learning ◽  
Mobile Apps ◽  
Language Education ◽  
Point Of View ◽  
Target Groups ◽  
Language Curriculum ◽  
Learning And Teaching ◽  
Mobile Assisted Language Learning ◽  
Research Areas

This chapter offers insights into the benefits and drawbacks of adopting mobile learning in language education, both from a theoretical as well as a practical point of view. A survey was designed to explore pedagogically sound practices and provide a better understanding of the current and future role of MALL on language learning, specifically in higher education (HE). Comparison between the two target groups (learners and teachers) produced results to aid in aligning and narrowing distances between the learners' independent usage of MALL in informal learning and the instructors' perception of how mobile apps can or should be integrated into the language curriculum. The chapter proposes a number of research areas that require further exploration in MALL and with a set of recommendations in terms of embracing MALL practices in language learning and teaching.

Issues in Second Language Curriculum Development: Singapore, Malaysia, Brunei

1992 ◽  
Vol 13 ◽  
pp. 3-23 ◽  
Author(s):  
Anne Pakir
Keyword(s):  
Second Language ◽  
Curriculum Development ◽  
Language Learning ◽  
Second Language Learning ◽  
National Language ◽  
Cultural Traditions ◽  
Language Curriculum ◽  
Learning And Teaching ◽  
Brunei Darussalam ◽  
Vast Range

This paper summarizes current theoretical and practical issues of second language learning and teaching in the national curricula of three countries—Singapore, Malaysia, and Brunei Darussalam. One unifying feature of these three countries in ASEAN (the Association of Southeast Asian Nations) is the fact that they are multilingual communities with a vast range of complex linguistic and cultural traditions. A second is that they represent parallel cases of countries in which English has played an internal role historically. A third is that these countries all have Malay as the national language (albeit, in Singapore, with a large Chinese majority and with English as an important working language—Malay is not as widely used). A fourth is that bilingualism is a language policy, whether publicly advocated or implicitly sanctioned.

scholarly journals Integrating CALL into the Language Curriculum

2018 ◽  
Author(s):  
Jorge Benavides
Keyword(s):  
Information Technology ◽  
Foreign Language ◽  
Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Language Curriculum ◽  
Learning And Teaching ◽  
Foreign Language Curriculum

This initial proposal aims at suggesting one way in which Information Technology in the form of CALL (Computer-Assisted Language Learning) could be integrated into the foreign language curriculum of the licenciatura programs in Colombia. This task can be carried out as the project within the different universities in order to support and improve the learning and teaching of English which is one of its main objectives.

scholarly journals A STUDY OF FATAWAS (RELIGIOUS DECREES) REGARDING TEACHING AND LEARNING ENGLISH LANGUAGE

2021 ◽  
Vol 58 (3) ◽  
pp. 2996-3002
Author(s):  
Muhammad Imran Saeed, Et. al.
Keyword(s):  
Content Analysis ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Curriculum Planning ◽  
English Language Learning ◽  
Teaching English ◽  
Language Curriculum ◽  
Learning And Teaching ◽  
Learning English

The present study discusses Muslim religious scholars' attitudes in the sub-continent when it was under British rulers' influence.The study focuses on the causes of religious scholars' indifference and their hostile attitudes towards the English language in the pre-partition era. The data has been collected from various fatawa books written by Muslim religious scholars during the pre-partition period. Researchersanalyse the fatawas (religious decrees) under the paradigm of Islam and English language and attitudes of religious scholars in the pre-partition era.The fatawashas been examined through a content analysis of the text. The study's findings reveal that Muslim religious scholars wereagainst English language learning and teaching to such an extent that they issued Fatawas declaring that learning and teaching English was illegitimate (Najaiz) because they believed that Christian missionaries were against Muslims and Islam. Thefindingsfurther suggest that future English language curriculum planning should considersociety's cultural and religious requirements so that everyone in the community can learn English according to their needs. The study also highlightsculturalharmonyfrom the perspectiveofEnglish languagelearning.

scholarly journals Introduction

2020 ◽  
pp. 1-6
Author(s):  
Ana Bela Almeida ◽  
Ulrike Bavendiek ◽  
Rosalba Biasini
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Foreign Languages ◽  
Research Network ◽  
Research Groups ◽  
Pedagogical Approach ◽  
Language Curriculum ◽  
Learning And Teaching ◽  
Online Tools

A renewed interest in literature is gradually emerging in the foreign language curriculum as demonstrated in recent studies (e.g. Hall, 2015; Matos, 2012; Paran, 2010; Sell, 2005). The surge of research groups and new online tools on this topic, such as the Litinclass website (https://litinclass.wordpress.com/, Almeida, Puig, & Duarte, 2016) or the Literature in Language Learning and Teaching Research Network (https://lilltresearch.net/home/, Paran & Kirchhoff, 2019) testifies to the growing relevance of this pedagogical approach to the teaching and learning of foreign languages.

scholarly journals THE NECESSITY OF FOREIGN LANGUAGE CURRICULUM REVISION

2020 ◽  
pp. 150-163
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Theory And Practice ◽  
National Language ◽  
Learning Goals ◽  
Educational Institutions ◽  
Language Program ◽  
Language Curriculum ◽  
Learning And Teaching ◽  
Classroom Activities

The article deals with the effect of the curriculum objectives on the most important factors to meet the language learning goals. Implementing the goals of the curriculum, teachers will have opportunities to share successful classroom activities, guide the trainers, obtain good knowledge of the language theory and practice, maintain high expectation in the classrooms, encourage students, motivate them, foresee the ways to overcome setbacks. The overall aim of curriculum is - to improve the effective communicative competence in different life situations. The article presents a practical overview of the different activities for developing an effective national language program. Both teachers and language learners benefit equally from the updated curriculum. Well-developed curriculum and materials chosen to implement the requirements of this document will help to grow students’ abilities to reach their intentions and aims. In addition, such curriculum can greatly affect the ways teachers interact with their students and also help to develop teachers’ confidence in their pedagogical activity. Necessary strategies for creating successful tests within a language program have been developed, including suggestions for integrating tests into the overall curriculum using checklists to enhance the quality of evaluation through tests and administering them into the world-wide educational system. The introduction of tests into the curriculum of higher educational Institutions will considerably assist to improve foreign languages learning and teaching.

scholarly journals Second Language Development Through the Use of Dance

1999 ◽  
Vol 9 (1) ◽  
Author(s):  
IIdiko Pinter
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learners ◽  
Teaching Strategy ◽  
Language Teachers ◽  
Language Curriculum ◽  
Learning And Teaching ◽  
Second Language Development ◽  
Mind And Body ◽  
The Mind

Professionals Feqllently discuss implicit language learning and teaching techniques, but few language teachers actually use explicit techniques to teach second language. This article discusses the use of dance as a teaching strategy for second language learning. Through dance, students can develop various relationships. Creating relationships between the mind and body, and between the self and the community is velJ! meaningfiil especially for second language learners. The foclls of these relationships is holistic. It is important to begin to use explicit strategies to bring together various domains of knowledge. I propose a variety of tools in which dance can be implemented into the second language curriculum.

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.

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