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ESL Curriculum.development presentation

  1. 1. REVISION RECOMMENDATIONS OF AN ESL CURRICULUM:ESL-(English as a Second Language) Curriculum for Adult Learners Course Code: EDU-5350; CURRICULUM DEVELOPMENT Group Presenters : Mina Bidaie, Javaria Fauzan & Nurul Fitriah M.Ed - Curriculum & Instruction, Faculty of Educational Studies, UPM
  2. 2. OVERVIEW OF THE ESL-CURRICULUM ESL-(English as a Second Language) Curriculum for Adult LearnersConcept, Design & Needs Aims & CourseTheory & Sequence Assessment Objectives EvaluationPrinciples
  3. 3. Conceptual Framework of the Approach for ESL Curriculum Planning Identifying Learners’ Evaluate & needs. Identify align the achievement learning and objectives from teaching. the most relevant language strand or strands. Monitor learners’ Devise the achievements correct approach against the and objectives. methodology. Plan activities, in Implementation accordance with the through approaches. Select Decide on the instruction of learning resources. topic or focus materials & Decide on for course activities. assessment modules. procedures. Incorporate objectives & activities as appropriate.
  4. 4. OVERVIEW OF THE REVISED VERSION OF THE ESL-CURRICULUM PURPOSE & THE REVISED PROBLEMS ESL- Curriculum for Adult Learners BACKGROUND CONSIDERATIONS FOR REVISIONJUSTIFICATION. SUGGESTIONS.
  5. 5. THE PURPOSE & PROBLEMS TO FOCUS UPON IN ESL- CURRICULA This curriculum addresses the learning needs of adults English as a Second Language ESL learner who have limited or interrupted formal education in English language. Teaching English as second language to adult learners has been always an issue with several problems which some of them could be solve by implementing useful strategies, or even be the result of inappropriate strategies implementation.
  6. 6. PurposeAn ESL -Curriculum Revision & further development must ensure that reading andwriting activity are well integrated around meaning-making tasks with texts and that itfocuses on fluency before accuracy is preferable to a skill-based curriculum. Also that ithighlights the importance of individual needs and interests of students simultaneously.To bring together the cognitive, emotional, environmental influences and experiencesfor acquiring, enhancing, or making changes in learner’s knowledge, skills, values andworld views. And carefully scrutinize to make sure that the entire content of thecurriculum is in alignment with the general & specific objectives and that learners aregoing to develop their knowledge of English by actively using it inside and outside theclassroom in order to communicate. To check that the Tasks are sequenced in a coherent manner and that all activities, instruction & incorporated are in alignment with the prescribed standards of adult ELL’s. Also checking for language proficiency levels of written materials and authenticity of texts. Major and minor considerations and questions are put up which address the application & usage of English language for practical purposes in real-life situations.
  7. 7. ProblemsStudents Teachers Strategies
  8. 8. Major Concepts & Principles Of CLT Authentic andLearners learn the meaningful Fluency is anlanguage through communication important dimension using it to should be the goal of of communication communicate classroom activities Communication Learning is a process of involves the creative construction and integration of involves trial and error different skills
  9. 9. Situation - Backgrounds - Abilities - Experiences Evaluation - Student feedback Intents -Questionnaires - Aims -Self-rating scales - participation - Objectives - Outcomes The adult learner centered ContentOrganisation -Scope, - Units approach - sequence - Modules related to- Timetables aims & practice Teaching/ Learning Assessment - Student oriented - Formative methods, - opportunity for - Summative self direction - Learning in real- life situation
  10. 10. Bloom’s Taxonomy Paired with Typical Language FunctionsBloom’s Taxonomy of Language Function Thinking Skills Knowledge  define, list, label Comprehension  describe, report, paraphrase, explain Application  interpret, generalize Analysis  compare, contrast, differentiate Synthesis  synthesize information Evaluation  evaluate, decide, predict
  11. 11. THE REVISED ESL-CURRICULUM FOR ADULT LEARNERS General ESL- ObjectivesCONSIDERATIONS FOR REVISION Specific ESL - Objectives Questions to Consider The Role of ESL Text-Books
  12. 12. REFERENCES:Ansary, H., & Babaii, E. (2006). Universal characteristics of EFL/ESL textbooks: A step towards systematictextbook evaluation. ITESL. Retrieved 11/08/2006 from http://iteslj.org/Articles/Ansary-Textbooks/.Berube, B. (2000). Managing ESL programs in rural and small urban schools. Alexandria, VA: Teachers ofEnglish to Speakers of Other Languages.ATESL Adult ESL Curriculum Framework : http://www.atesldocuments.com/cf/demonstratingByrd, P. (2001). “Textbooks: Evaluation for selection and analysis for implementation.” In M. Celce-Murcia(Ed.), Teaching English as a second or foreign language. Boston, MA: Heinle & Heinle.Collier, V. (1989). How long? A synthesis of research on academic achievement in a second language. TESOLQuarterly, 23(3), 509-531.Cooper, J. (2000). Literacy: Helping children construct meaning (4th ed). New York: Houghton Mifflin.Echevarria, J., Vogt, M., & Short, D. J. (2004). Making content comprehensible for English language learners:The SIOP model. Boston: Allyn and Bacon.Fountas, I., & Pinnell, G. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH:Heinemann.Garinger, D. (2002). Textbook selection for the ESL classroom. Online Resources: Digests.http://www.cal.org/resources/Digest/0210garinger.html
  13. 13. REFERENCES:Gibbons, P. (2002). Scaffolding language, scaffolding learning. Portsmouth, NH: Heinemann.Graves, K. (2000). Designing language courses: A guide for teachers. Boston, MA: Heinle & Heinle.Kessler, C. (1997). Authenticity in K-12 ESL textbooks. Paper presented at the Annual Meeting of theTeachers of English to Speakers of Other Languages, Orlando, FL.Marzano, R. (2004). Building background knowledge for academic achievement: Research on what works inschools. Arlington, VA: Association for Supervision and Curriculum Development.Peregoy, S., & Boyle, O. (2005). Reading, writing and learning in ESL: A resource book for K-12 teachers (4thed). Boston: Pearson.Readance, J., Bean, T., & Baldwin, R. (1989). Content area reading: An integrated approach, 3rd ed. Dubuque,IA: Kendall/Hunt.Richards, J. C. (2001). Curriculum development in language teaching. New York: Cambridge University Press.Routman, R. (1991). Invitations: Changing as teachers and learners K-12. Portsmouth, NH: Heinemann.Sleeter, C., & Grant, C. (2003). Making choices for multicultural education: Five approaches to race, class,and gender. New York: John Wiley & Sons.Snow, M. S., Met, M., & Genesee, F. (1989). A conceptual framework for the integration of language andcontent in second/foreign language instruction. TESOL Quarterly, 23, 201-217.
  14. 14. REFERENCES:Stiggins, R. (2002). The assessment crisis: The absence of assessment for learning. Phi Delta Kappan, 83(10).758-764.Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. (2nd Ed.) Alexandria,VA: ASCD.Tompkins, G. (2003). Literacy for the 21st century (3rd ed). Upper Saddle River, NJ: Merrill.Gharbavi, A. and S. A. Mousavi (2012). "Do Language Proficiency Levels Correspond to Language LearningStrategy Adoption?" English Language Teaching 5(7): p110.Graham, C. and M. M. Walsh (1983). "Adult Education ESL Teachers Guide."Nisbett, R. E. and T. Masuda (2003). "Culture and point of view." Proceedings of the National Academy ofSciences 100(19): 11163-11170.Rybold, G. "Speaking and Thinking: Understanding Oral Problem Solving Efficacy in Second LanguageLearners."

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