The document provides guidelines for assessing language proficiency levels in speaking, writing, listening and reading. It acknowledges the contributors to previous editions and the authors and editors of the current 3rd edition from 2012. The guidelines describe five major proficiency levels for each skill: Distinguished, Superior, Advanced, Intermediate and Novice. Advanced, Intermediate and Novice are further divided into High, Mid and Low sublevels. The guidelines provide descriptions of what individuals at each level can and cannot do with the language in terms of tasks, content, accuracy and discourse type.
This document provides guidance on teaching English in secondary school (classes 9-12) in India. It discusses the role and importance of English in India, objectives for English learning, and recommendations for curriculum, content, evaluation, and skills/attitudes to foster. Key points include:
- English plays an important role in education, business, and opportunities in India but should be accessible to all students.
- Objectives include developing proficiency in listening, speaking, reading, writing, and using English in social settings.
- The curriculum should include literature, contemporary texts, and focus on communication skills. Evaluation should provide feedback to teachers.
- Content should reflect students' environment and issues like gender,
This document provides guidance for English teachers on designing annual teaching plans, unit plans, and lesson plans aligned with the new English National Curriculum Guidelines in Ecuador. It discusses key considerations for each type of plan, including using curriculum documents to determine objectives and content, selecting methodologies and resources, and incorporating assessment. Sample templates are also provided for the main components of an annual plan, unit plan, and lesson plan, such as objectives, methodologies, resources, and assessment. The document aims to help teachers design plans that meet national standards and address student needs and interests.
This document outlines an English curriculum for classes 1-8 in India. It argues that English should be accessible to all Indian children to prevent discrimination. It emphasizes using English in meaningful, multilingual contexts to develop basic communication skills. The curriculum focuses on creating environments where children can actively use English to understand communicative practices, rather than isolating grammar lessons. It aims to develop students' proficiency in listening, speaking, reading and writing in English by class 12.
The document provides an overview of the K-12 English curriculum guide in the Philippines. It outlines the philosophy, guiding principles, needs of learners, outcomes, conceptual framework, and assessment approach. The curriculum is designed to develop students' communicative competence and multiliteracies through an integrated approach focused on interaction, construction of meaning, and learner-centeredness. It emphasizes developing understanding of language, culture, and effective language use strategies. Assessment is designed to evaluate students' actual language performance in a holistic and developmental manner.
This document contains an integrated standards portfolio for an M.Ed. in Languages program. It lists the ACTFL/NCATE supporting standards for foreign language teachers and asks the student to self-rate their work for each standard on a scale and identify where evidence can be found. There are 6 main standards covering language proficiency, linguistics, culture, instructional practices, curriculum integration, assessment, and professionalism. For each standard, there are multiple sub-standards that must be met at a certain level for the overall standard to be met. The student is asked to provide ratings and evidence to show how they have demonstrated meeting each standard through their work.
The document discusses the teaching of English in the K to 12 curriculum in the Philippines. It outlines the philosophy, guiding principles, needs of learners, outcomes, and framework of the English language curriculum. The framework includes learning processes like spiral progression and integration of skills. It also covers developing understanding of cultures, language, and language processes and strategies through macro-skills. Assessment is holistic and aims to provide feedback to support student development.
The document discusses the K-12 English curriculum in the Philippines. It covers the philosophy, principles, and outcomes of the curriculum. The philosophy states that language is central to intellectual, social, and emotional development. The principles discuss topics like language acquisition, the importance of meaning and engagement with texts, and developing functional and critical literacy. The outcomes section describes developing communicative competence through grammatical, sociolinguistic, and discourse competencies. It also discusses the needs of Generation Z learners, who are digital natives highly influenced by technology.
This is the Basic Education Curriculum developed by the Education Department as a guide for teachers handling the subject English. Included are the COMPETENCIES that the learners must acquire in the course of the session
This document provides guidance on teaching English in secondary school (classes 9-12) in India. It discusses the role and importance of English in India, objectives for English learning, and recommendations for curriculum, content, evaluation, and skills/attitudes to foster. Key points include:
- English plays an important role in education, business, and opportunities in India but should be accessible to all students.
- Objectives include developing proficiency in listening, speaking, reading, writing, and using English in social settings.
- The curriculum should include literature, contemporary texts, and focus on communication skills. Evaluation should provide feedback to teachers.
- Content should reflect students' environment and issues like gender,
This document provides guidance for English teachers on designing annual teaching plans, unit plans, and lesson plans aligned with the new English National Curriculum Guidelines in Ecuador. It discusses key considerations for each type of plan, including using curriculum documents to determine objectives and content, selecting methodologies and resources, and incorporating assessment. Sample templates are also provided for the main components of an annual plan, unit plan, and lesson plan, such as objectives, methodologies, resources, and assessment. The document aims to help teachers design plans that meet national standards and address student needs and interests.
This document outlines an English curriculum for classes 1-8 in India. It argues that English should be accessible to all Indian children to prevent discrimination. It emphasizes using English in meaningful, multilingual contexts to develop basic communication skills. The curriculum focuses on creating environments where children can actively use English to understand communicative practices, rather than isolating grammar lessons. It aims to develop students' proficiency in listening, speaking, reading and writing in English by class 12.
The document provides an overview of the K-12 English curriculum guide in the Philippines. It outlines the philosophy, guiding principles, needs of learners, outcomes, conceptual framework, and assessment approach. The curriculum is designed to develop students' communicative competence and multiliteracies through an integrated approach focused on interaction, construction of meaning, and learner-centeredness. It emphasizes developing understanding of language, culture, and effective language use strategies. Assessment is designed to evaluate students' actual language performance in a holistic and developmental manner.
This document contains an integrated standards portfolio for an M.Ed. in Languages program. It lists the ACTFL/NCATE supporting standards for foreign language teachers and asks the student to self-rate their work for each standard on a scale and identify where evidence can be found. There are 6 main standards covering language proficiency, linguistics, culture, instructional practices, curriculum integration, assessment, and professionalism. For each standard, there are multiple sub-standards that must be met at a certain level for the overall standard to be met. The student is asked to provide ratings and evidence to show how they have demonstrated meeting each standard through their work.
The document discusses the teaching of English in the K to 12 curriculum in the Philippines. It outlines the philosophy, guiding principles, needs of learners, outcomes, and framework of the English language curriculum. The framework includes learning processes like spiral progression and integration of skills. It also covers developing understanding of cultures, language, and language processes and strategies through macro-skills. Assessment is holistic and aims to provide feedback to support student development.
The document discusses the K-12 English curriculum in the Philippines. It covers the philosophy, principles, and outcomes of the curriculum. The philosophy states that language is central to intellectual, social, and emotional development. The principles discuss topics like language acquisition, the importance of meaning and engagement with texts, and developing functional and critical literacy. The outcomes section describes developing communicative competence through grammatical, sociolinguistic, and discourse competencies. It also discusses the needs of Generation Z learners, who are digital natives highly influenced by technology.
This is the Basic Education Curriculum developed by the Education Department as a guide for teachers handling the subject English. Included are the COMPETENCIES that the learners must acquire in the course of the session
The document outlines the curriculum guide for Grade 8 English in the Philippines. It covers 4 quarters and includes standards and competencies for various domains of literacy like listening comprehension, oral language, vocabulary, reading, literature, viewing comprehension, writing, and grammar. The focus is on developing communicative competence through understanding Afro-Asian literature and culture. Key areas covered include strategies for comprehending texts, applying grammar rules, enhancing vocabulary, and conducting research.
This document provides the curriculum guide for English 8 for the first three quarters. It outlines the program, grade level, content and performance standards for each quarter. The standards cover key areas like listening comprehension, oral fluency, vocabulary, reading comprehension, literature, viewing comprehension, writing, grammar and study strategies. For each standard, it provides learning competencies and examples of how students can demonstrate their understanding. It also lists specific skills and strategies students should develop for each standard by quarter.
This document provides the K-12 curriculum guide for English in the Philippines. It outlines the philosophy, principles, needs of learners, outcomes, and conceptual framework for teaching English. The philosophy states that language is central to intellectual, social and emotional development. Key principles include the interrelatedness of languages and that acquisition in one language benefits others. The needs of today's learners, referred to as Generation Z, are that they are immersed in technology but may have reduced attention spans. Desired outcomes include communicative competence, multiliteracies, and preparing graduates to communicate effectively and participate in civic life. The conceptual framework explains that language is best learned through interaction, integration of skills, being learner-centered, contextualization, and
This document provides the K-12 English curriculum guide for the Philippines' Department of Education. It outlines the philosophy, principles, outcomes and conceptual framework for teaching English. The goals are to develop students' communicative competence and multiliteracies. It also discusses the needs of Generation Z learners who are growing up with advanced technology. The curriculum is designed based on principles of spiral progression, interaction, integration, learner-centeredness, contextualization and construction. It aims to develop students' understanding of cultures, language skills and strategies through an integrated approach to listening, speaking, reading, writing and thinking.
This document outlines the goals and standards for teaching English in the K to 12 curriculum in the Philippines. The main goals are developing students' communicative competence and ability to understand multimedia literacies. It describes the learning area standards, key stage standards for different grade levels, and identifies the core processes and skills taught, including listening, speaking, reading, writing, responding and representing. The standards are designed to improve students' English communication skills and prepare them for life as global citizens.
This document provides an overview of the revised 2006 Ontario curriculum for language education from Grades 1-8. It outlines the importance of literacy and language skills for students' intellectual, social and emotional development. The curriculum is designed to help all students become literate by providing them with the knowledge and skills needed to communicate effectively through listening, speaking, reading, writing and representing. It is organized around four strands: oral communication, reading, writing, and media literacy. The goals are for students to use language as a tool for learning, communication and participation in society.
This document outlines the Philippine Elementary Learning Competencies (PELC) for English in grades 1-6. It describes the focus areas of listening, speaking, reading, and writing for each grade level. Key points include:
- English aims to develop competence in communication through listening, speaking, reading, and writing.
- Grade 1 focuses on developing basic literacy skills like letter recognition and sight words. Grade 3 is a threshold for reading fluency.
- Time allotment is 100 minutes for grades 1-3 and 80 minutes for grades 4-6, to develop foundational skills early on.
- Expectations increase each year for listening comprehension, oral expression, reading fluency and independence, and
The document outlines the daily lesson log for an 8th grade English class for one week. The objectives are to understand East Asian literature, visual and verbal signals in texts, listening strategies, and grammatical expressions. On Monday, the class will learn about listening strategies for news reports. Tuesday's lesson is on restatement as a context clue. Wednesday involves reading a short story and discussing nature. Thursday and Friday cover prefixes, suffixes, and forming new words. The log details learning competencies, resources, procedures, activities, and assessments for each day. It also includes a reflection on teaching effectiveness and areas for improvement.
This document discusses factors that affect the choice and design of syllabi for language teaching programs. It examines six types of syllabus content and notes that integrated syllabi that combine multiple types are more common. Key factors discussed include program goals and resources, teacher knowledge and beliefs, and student needs and abilities. An effective syllabus choice involves considering these factors to design an integrated syllabus that matches program goals while allowing flexibility. Needs analysis and reducing content too much are problematic approaches.
The document discusses competency-based syllabus and its components. It notes that competency-based syllabus outlines the competencies students need for a course as well as those to be developed. While competency resembles performance in specifying objectives, competence is more general. Competency-based syllabus should include performance tasks, conditions, and criteria. It also examines the components of language teaching methodology, including syllabus design, teaching methods, teachers, learners, and classroom activities. Competency-based syllabus principles are relevant to communicative language teaching, including using language for communication and integrating language skills through creative construction.
The document provides details on the Spanish syllabus for the Leaving Certificate in Ireland. It includes the general aims of developing students' communicative competence, language awareness, understanding of language learning, and cultural awareness. The syllabus content is organized into sections on basic communicative proficiency, language awareness, and cultural awareness. It provides linguistic skills and grammar structures for each performance target, which are examples of communicative functions and scenarios. The document emphasizes an integrated approach and developing learner autonomy.
We describe the main components for a Competency-based Syllabus. We also discuss the differences between a traditional objective-based syllabus and this integrating syllabus intended to achieve competencies and granted by a meaningful learning process and appropriate instruments for assessment
The document provides curriculum specifications for the English language syllabus for Form 5 in Malaysia. It outlines four key areas:
1) Learning outcomes and specifications for the three areas of language use - interpersonal, informational, and aesthetic. The interpersonal section focuses on developing conversational skills.
2) Contexts for teaching include topics like careers, environment, social issues, health, and science & technology.
3) Objectives are to develop students' ability to converse, obtain and share information, read for enjoyment, and develop moral values.
4) Considerations for teaching emphasize planning integrated lessons around topics, focusing on learner needs, repetition to reinforce learning, and evaluation.
This document discusses principles for designing English language course content and sequencing. It addresses determining units of progression, selecting content based on learner and teacher needs, and ordering content. Key points include using high-frequency vocabulary and grammar structures as initial units, considering learner age and expectations, and allowing for absenteeism through revision units and a modular arrangement. Frequency research should guide content selection and repetition to aid mastery.
English k to 12 curriculum guide grades 1 to 3, 7 to 10Whiteboard Marker
This document provides the K to 12 curriculum guide for English in the Philippines. It outlines the content and performance standards as well as competencies for oral language, phonics and word recognition, grammar, vocabulary development, and listening comprehension from Grades 1 to 3 and Grades 7 to 10. The guide focuses on developing learners' understanding and use of English in both oral and written communication. It emphasizes acquiring vocabulary, comprehending texts listened to, and correctly applying grammatical rules.
An Experimental Investigation on Preparatory Year EFL learners’ Vocabulary ac...AJHSSR Journal
T :Vocabulary is a vital part of foreign language learning and teaching process and it requires
more consideration in terms of appropriate methodological choice in order to facilitate the learning process of
foreign language learners. Interactive Whiteboard (IWB), which is now associated with the teaching and
learning process in Saudi Arabia, and especially in the EFL classrooms provided motivation for conducting the
experimental investigation concerning the effects of Interactive Whiteboard (IWB) on Preparatory Year EFL
learners’ vocabulary achievement. The study involved two intact groups from the Preparatory Year EFL learners
at a Saudi university and were labelled as Treatment and Control groups respectively. The Treatment group was
given intervention for seven weeks through the Interactive Whiteboard (IWB) while the control group with the
traditional whiteboard. 40 items MCQs type vocabulary achievement test was conducted at the beginning as pretest
and again at the end of the study as post-test. The data achieved was analyzed using the SPSS and the results
showed that there was significant difference between the Treatment and control groups in terms of better
performance in the vocabulary
This document summarizes a study that investigated teaching and learning strategies for writing among English teachers and secondary school students in Jordan. The study aimed to understand the strategies used by teachers and students when writing, identify their attitudes towards writing, and identify challenges students face. Data was collected through questionnaires given to 10 teachers and 30 students. The findings showed that students struggled with writing in English and often had negative attitudes towards it. The study concluded that more effective teaching strategies are needed to better support students' writing skills development.
A critical review of recent trends in second language syllabus design and cur...Ehsan Abbaspour
To date, numerous books and research articles have focused on the notion of syllabus design
and curriculum development. Nevertheless, very few works have had an inclusive and concise
look upon the issue. This paper is an account of current trends on syllabus design and
curriculum development in Second Language Acquisition in the recent past decades. This is
hopefully intended to offer a descriptive and critical interpretation of the existing syllabuses in
the domain of language learning and teaching. After a brief introductory remark on
curriculum and syllabus types, 13 of the most prominent syllabuses in SLA will be elaborated
on separately. In pursuit of doing so, definition, rationale, merits, and drawbacks attributed to
each syllabus will be touched upon. Although the emergence of some of these syllabi
coincides with each other, while presenting them, it has been tried to follow a roughly
chronological order of their emergence.
The document summarizes the K-12 educational reform in the Philippines which will add two additional years to the basic K-6 elementary and 4-year high school program for a total of 12 years. This will align the Philippines with other countries in Asia and improve the quality and outcomes of education. It overviews the rationale, vision, curriculum changes, implementation timeline and expected benefits for students and the country's economic development.
This document summarizes a workshop on theories of second language acquisition and their connections to foreign language teaching practices. The workshop goals are to review SLA theories, ACTFL Proficiency Guidelines, Standards for Language Learning, and discuss how these relate to classroom instruction and the role of grammar teaching. Key SLA theories discussed include Chomsky's Universal Grammar, Krashen's Monitor Model, communicative competence, and sociocultural learning theory. Participants reflect on linking theories to practices and challenges in the field.
The document outlines the curriculum guide for Grade 8 English in the Philippines. It covers 4 quarters and includes standards and competencies for various domains of literacy like listening comprehension, oral language, vocabulary, reading, literature, viewing comprehension, writing, and grammar. The focus is on developing communicative competence through understanding Afro-Asian literature and culture. Key areas covered include strategies for comprehending texts, applying grammar rules, enhancing vocabulary, and conducting research.
This document provides the curriculum guide for English 8 for the first three quarters. It outlines the program, grade level, content and performance standards for each quarter. The standards cover key areas like listening comprehension, oral fluency, vocabulary, reading comprehension, literature, viewing comprehension, writing, grammar and study strategies. For each standard, it provides learning competencies and examples of how students can demonstrate their understanding. It also lists specific skills and strategies students should develop for each standard by quarter.
This document provides the K-12 curriculum guide for English in the Philippines. It outlines the philosophy, principles, needs of learners, outcomes, and conceptual framework for teaching English. The philosophy states that language is central to intellectual, social and emotional development. Key principles include the interrelatedness of languages and that acquisition in one language benefits others. The needs of today's learners, referred to as Generation Z, are that they are immersed in technology but may have reduced attention spans. Desired outcomes include communicative competence, multiliteracies, and preparing graduates to communicate effectively and participate in civic life. The conceptual framework explains that language is best learned through interaction, integration of skills, being learner-centered, contextualization, and
This document provides the K-12 English curriculum guide for the Philippines' Department of Education. It outlines the philosophy, principles, outcomes and conceptual framework for teaching English. The goals are to develop students' communicative competence and multiliteracies. It also discusses the needs of Generation Z learners who are growing up with advanced technology. The curriculum is designed based on principles of spiral progression, interaction, integration, learner-centeredness, contextualization and construction. It aims to develop students' understanding of cultures, language skills and strategies through an integrated approach to listening, speaking, reading, writing and thinking.
This document outlines the goals and standards for teaching English in the K to 12 curriculum in the Philippines. The main goals are developing students' communicative competence and ability to understand multimedia literacies. It describes the learning area standards, key stage standards for different grade levels, and identifies the core processes and skills taught, including listening, speaking, reading, writing, responding and representing. The standards are designed to improve students' English communication skills and prepare them for life as global citizens.
This document provides an overview of the revised 2006 Ontario curriculum for language education from Grades 1-8. It outlines the importance of literacy and language skills for students' intellectual, social and emotional development. The curriculum is designed to help all students become literate by providing them with the knowledge and skills needed to communicate effectively through listening, speaking, reading, writing and representing. It is organized around four strands: oral communication, reading, writing, and media literacy. The goals are for students to use language as a tool for learning, communication and participation in society.
This document outlines the Philippine Elementary Learning Competencies (PELC) for English in grades 1-6. It describes the focus areas of listening, speaking, reading, and writing for each grade level. Key points include:
- English aims to develop competence in communication through listening, speaking, reading, and writing.
- Grade 1 focuses on developing basic literacy skills like letter recognition and sight words. Grade 3 is a threshold for reading fluency.
- Time allotment is 100 minutes for grades 1-3 and 80 minutes for grades 4-6, to develop foundational skills early on.
- Expectations increase each year for listening comprehension, oral expression, reading fluency and independence, and
The document outlines the daily lesson log for an 8th grade English class for one week. The objectives are to understand East Asian literature, visual and verbal signals in texts, listening strategies, and grammatical expressions. On Monday, the class will learn about listening strategies for news reports. Tuesday's lesson is on restatement as a context clue. Wednesday involves reading a short story and discussing nature. Thursday and Friday cover prefixes, suffixes, and forming new words. The log details learning competencies, resources, procedures, activities, and assessments for each day. It also includes a reflection on teaching effectiveness and areas for improvement.
This document discusses factors that affect the choice and design of syllabi for language teaching programs. It examines six types of syllabus content and notes that integrated syllabi that combine multiple types are more common. Key factors discussed include program goals and resources, teacher knowledge and beliefs, and student needs and abilities. An effective syllabus choice involves considering these factors to design an integrated syllabus that matches program goals while allowing flexibility. Needs analysis and reducing content too much are problematic approaches.
The document discusses competency-based syllabus and its components. It notes that competency-based syllabus outlines the competencies students need for a course as well as those to be developed. While competency resembles performance in specifying objectives, competence is more general. Competency-based syllabus should include performance tasks, conditions, and criteria. It also examines the components of language teaching methodology, including syllabus design, teaching methods, teachers, learners, and classroom activities. Competency-based syllabus principles are relevant to communicative language teaching, including using language for communication and integrating language skills through creative construction.
The document provides details on the Spanish syllabus for the Leaving Certificate in Ireland. It includes the general aims of developing students' communicative competence, language awareness, understanding of language learning, and cultural awareness. The syllabus content is organized into sections on basic communicative proficiency, language awareness, and cultural awareness. It provides linguistic skills and grammar structures for each performance target, which are examples of communicative functions and scenarios. The document emphasizes an integrated approach and developing learner autonomy.
We describe the main components for a Competency-based Syllabus. We also discuss the differences between a traditional objective-based syllabus and this integrating syllabus intended to achieve competencies and granted by a meaningful learning process and appropriate instruments for assessment
The document provides curriculum specifications for the English language syllabus for Form 5 in Malaysia. It outlines four key areas:
1) Learning outcomes and specifications for the three areas of language use - interpersonal, informational, and aesthetic. The interpersonal section focuses on developing conversational skills.
2) Contexts for teaching include topics like careers, environment, social issues, health, and science & technology.
3) Objectives are to develop students' ability to converse, obtain and share information, read for enjoyment, and develop moral values.
4) Considerations for teaching emphasize planning integrated lessons around topics, focusing on learner needs, repetition to reinforce learning, and evaluation.
This document discusses principles for designing English language course content and sequencing. It addresses determining units of progression, selecting content based on learner and teacher needs, and ordering content. Key points include using high-frequency vocabulary and grammar structures as initial units, considering learner age and expectations, and allowing for absenteeism through revision units and a modular arrangement. Frequency research should guide content selection and repetition to aid mastery.
English k to 12 curriculum guide grades 1 to 3, 7 to 10Whiteboard Marker
This document provides the K to 12 curriculum guide for English in the Philippines. It outlines the content and performance standards as well as competencies for oral language, phonics and word recognition, grammar, vocabulary development, and listening comprehension from Grades 1 to 3 and Grades 7 to 10. The guide focuses on developing learners' understanding and use of English in both oral and written communication. It emphasizes acquiring vocabulary, comprehending texts listened to, and correctly applying grammatical rules.
An Experimental Investigation on Preparatory Year EFL learners’ Vocabulary ac...AJHSSR Journal
T :Vocabulary is a vital part of foreign language learning and teaching process and it requires
more consideration in terms of appropriate methodological choice in order to facilitate the learning process of
foreign language learners. Interactive Whiteboard (IWB), which is now associated with the teaching and
learning process in Saudi Arabia, and especially in the EFL classrooms provided motivation for conducting the
experimental investigation concerning the effects of Interactive Whiteboard (IWB) on Preparatory Year EFL
learners’ vocabulary achievement. The study involved two intact groups from the Preparatory Year EFL learners
at a Saudi university and were labelled as Treatment and Control groups respectively. The Treatment group was
given intervention for seven weeks through the Interactive Whiteboard (IWB) while the control group with the
traditional whiteboard. 40 items MCQs type vocabulary achievement test was conducted at the beginning as pretest
and again at the end of the study as post-test. The data achieved was analyzed using the SPSS and the results
showed that there was significant difference between the Treatment and control groups in terms of better
performance in the vocabulary
This document summarizes a study that investigated teaching and learning strategies for writing among English teachers and secondary school students in Jordan. The study aimed to understand the strategies used by teachers and students when writing, identify their attitudes towards writing, and identify challenges students face. Data was collected through questionnaires given to 10 teachers and 30 students. The findings showed that students struggled with writing in English and often had negative attitudes towards it. The study concluded that more effective teaching strategies are needed to better support students' writing skills development.
A critical review of recent trends in second language syllabus design and cur...Ehsan Abbaspour
To date, numerous books and research articles have focused on the notion of syllabus design
and curriculum development. Nevertheless, very few works have had an inclusive and concise
look upon the issue. This paper is an account of current trends on syllabus design and
curriculum development in Second Language Acquisition in the recent past decades. This is
hopefully intended to offer a descriptive and critical interpretation of the existing syllabuses in
the domain of language learning and teaching. After a brief introductory remark on
curriculum and syllabus types, 13 of the most prominent syllabuses in SLA will be elaborated
on separately. In pursuit of doing so, definition, rationale, merits, and drawbacks attributed to
each syllabus will be touched upon. Although the emergence of some of these syllabi
coincides with each other, while presenting them, it has been tried to follow a roughly
chronological order of their emergence.
The document summarizes the K-12 educational reform in the Philippines which will add two additional years to the basic K-6 elementary and 4-year high school program for a total of 12 years. This will align the Philippines with other countries in Asia and improve the quality and outcomes of education. It overviews the rationale, vision, curriculum changes, implementation timeline and expected benefits for students and the country's economic development.
This document summarizes a workshop on theories of second language acquisition and their connections to foreign language teaching practices. The workshop goals are to review SLA theories, ACTFL Proficiency Guidelines, Standards for Language Learning, and discuss how these relate to classroom instruction and the role of grammar teaching. Key SLA theories discussed include Chomsky's Universal Grammar, Krashen's Monitor Model, communicative competence, and sociocultural learning theory. Participants reflect on linking theories to practices and challenges in the field.
This document discusses topics related to describing language learners' proficiency levels, the Common European Framework of Reference (CEFR), and the ALTE levels. It addresses:
1) Language proficiency levels described in the CEFR, including beginner, intermediate, and advanced.
2) The aims of the CEFR and ALTE levels, which define language competency levels and can measure proficiency.
3) Primary school students would likely reach the A1-A2 ALTE levels, as their cognitive development at ages 6-11 allows them to start working things out systematically.
Curriculum Review 2014 Performance vs proficiencyMichelle Olah
This document summarizes a curriculum review workshop for world languages teachers. It discusses evaluating the current curriculum based on standards and proficiency, including content, performance, and proficiency standards. It defines proficiency levels from novice to advanced and how they differ from performance. It also outlines the three modes of communication - interpersonal, interpretive, and presentational - and how to incorporate all standards and modes into the curriculum. The workshop aims to help teachers improve practice and increase student proficiency in world languages.
SCPS World Languages Curriculum Review 2014 Michelle Olah
This document summarizes a curriculum review workshop for world languages teachers. It discusses evaluating the current curriculum based on standards and proficiency, including content, performance, and proficiency standards. It defines proficiency levels from novice to advanced and how they differ from performance. It also outlines the three modes of communication - interpersonal, interpretive, and presentational - and how to incorporate all standards and modes into the curriculum. The workshop aims to help teachers improve practice and increase student proficiency in world languages.
The document discusses the Common European Framework of Reference (CEFR) and the European Language Portfolio (ELP). The CEFR provides a common basis for language learning across Europe through standardized proficiency levels and descriptors. The ELP allows learners to track their language skills and cultural experiences over time. It includes a language passport, biography, and dossier where learners can self-assess and receive feedback. Both tools aim to promote lifelong language learning, cultural diversity, and mutual recognition of language qualifications across Europe.
The WIDA ELP Standards were developed to address the needs of English language learners, their families, teachers, administrators and other stakeholders. The standards focus on academic language proficiency across five domains: social instructional language, language arts, math, science and social studies. They are organized into two frameworks for planning instruction and assessment, and include five ELP standards, four language domains, grade level clusters and six language proficiency levels to measure students' development.
The document discusses how using the Common European Framework of Reference for Languages (CEFR) can help with curriculum development and language teaching. It describes how the CEFR provides a common basis for setting learning goals, organizing courses, and assessing proficiency levels. Specific benefits mentioned include orienting courses towards real-world language needs, facilitating communication between teachers and other stakeholders, and allowing students and schools to track language progress.
The document discusses the Common Core State Standards (CCSS) which are a set of academic standards in mathematics and English language arts/literacy. It provides definitions, purposes, key areas and strands of the CCSS. It also discusses anchor standards, examples of grade-specific standards, and characteristics and criticisms of the CCSS. Finally, it discusses formative and summative assessment and provides an overview of the ACTFL Proficiency Guidelines which are used to evaluate functional language ability.
The document discusses English language competencies from the perspective of a modernized curriculum. It begins by outlining the presentation's objectives, which include discussing the modernized curriculum, the Common European Framework of Reference, and the European Language Portfolio. It then defines key terms like content, objectives, and competencies. The bulk of the document focuses on the Common European Framework, outlining its structure, descriptive scheme, common reference levels, and competencies. It also discusses the European Language Portfolio and its three parts: language passport, biography, and dossier. In under 3 sentences.
Curriculum Guide on ALS K12 LS 1 Communication Skills (English)Vicente Antofina
This document outlines the curriculum for Learning Strand 1 (Communication Skills) of the Alternative Learning System (ALS) in the Philippines. It describes the main goals of developing learners' ability to access, process, and use information from a variety of media. The curriculum covers five macro skills - listening, speaking, reading, writing, and viewing - and provides performance standards, competencies, and examples of increasing difficulty across basic literacy, elementary, and secondary education levels to allow learners to gradually improve their communication skills.
This document provides the Maine Learning Results English Language Arts Standards for reading. It defines reading as helping students become competent consumers of diverse texts to achieve independence, find meaning, and use literacy for lifelong learning. Texts are defined broadly as anything that can be read, heard or viewed to convey messages.
The reading standards are structured progressively to engage all readers in essential skills. They include five components: foundational reading skills, key ideas and details, author's craft and structure, integration of knowledge and ideas, and fluency. Standards are detailed by grade level for K-5 and organized in bands for 6-8 and 9-Diploma. The document notes that some students may need support to master skills from earlier grades
This document outlines the curriculum for Learning Strand 1 (Communication Skills) of the Alternative Learning System (ALS) in the Philippines. It focuses on developing students' ability to access, process, and use information through listening, speaking, reading, writing, and viewing in at least two languages. The curriculum covers basic literacy through senior high school levels. It presents performance standards, learning competencies, and examples to illustrate how difficulty levels progressively increase from basic to elementary to secondary education. The goal is for students to effectively communicate as members of their families, communities, and society.
The document outlines the learning areas, achievement objectives, and progression levels for learning languages in New Zealand schools. It is divided into three strands: Communication, Language and Cultural Knowledge. There are eight progression levels from Levels 1&2 to Levels 7&8, described by general proficiency descriptors. The achievement objectives for each strand provide the basis for assessing students' language skills at each progression level.
2015 Legislation enacted world language proficiency certificates and bilingual and multilingual seals to provide ALL Minnesota students the opportunity to earn college credits. What are they? How are they awarded? How can you prepare and support your students? This presentation aims to answer these and other participant questions.
The document discusses several topics related to teaching oral communication skills, including pronunciation teaching, accuracy versus fluency, affective factors, and interaction effects. It provides examples of micro-skills involved in oral communication, such as producing chunks of language, stress patterns, and strategic devices. The document also discusses factors that affect pronunciation learning, such as native language and age, and provides a model for correcting speech errors. Overall, the document offers guidance on techniques for developing students' oral communication abilities.
The Common European Framework of Reference for Languages (CEF) aims to provide a common basis for language learning across Europe by identifying common reference levels of proficiency and describing what language learners should know and be able to do at each level. It consists of 6 common reference levels, a self-assessment grid to help learners track their progress, and a descriptive scheme that outlines the competencies that make up language ability at different levels. While comprehensive, the CEF is not a reader-friendly document and does not recommend any specific teaching methodology.
The Common European Framework of Reference for Languages (CEF) aims to provide a common basis for language learning across Europe by identifying common reference levels of proficiency and describing what language learners should know and be able to do at each level. It consists of 6 common reference levels, a self-assessment grid to help learners track their progress, and a descriptive scheme that comprehensively outlines the knowledge and skills of language users at different levels. While not prescriptive, the CEF aims to help curriculum developers, teachers, test makers, and learners plan and assess language learning in a coherent and transparent way.
This document discusses the need for collaborative educational learning tools to be grounded in learning theories like constructivism and sociocultural perspectives. It examines three models of the mind - as computer, brain, and rhizome - that relate to views of learning as information processing, experiential growth, and sociocultural activity. Recent technological advances have increased opportunities for collaboration using tools like the internet and computer-mediated communication, but guidance is needed on how to integrate these tools pedagogically. Research on collaborative learning tools can help address this need by identifying how tools can facilitate, augment, and redefine learning environments.
This document provides instructions for candidates taking an examination. It specifies that the paper consists of 50 multiple choice questions. It outlines procedures for verifying the question booklet before starting, how to mark answers in the answer sheet, instructions not to write anything except in the designated response areas, procedures to return materials after the exam, and other testing policies.
1. The document is an examination instruction sheet that provides directions to candidates taking a multiple choice test.
2. It instructs candidates to verify the test booklet number, tally the number of pages and questions, and enter the test booklet number on the answer sheet.
3. Candidates are informed that each question has four alternative responses marked and they must darken the correct response oval on the answer sheet.
Verbal guidance is least effective in learning skills. The most important aspect of a teacher's role is providing continuous diagnostic and remedial help. The most appropriate purpose of learning is personal adjustment.
This document provides instructions for candidates taking an examination. It details procedures for receiving and verifying the question booklet, how to mark answers in the common answer sheet, rules to follow, and information to be filled out by invigilators. The key points are:
1. Candidates have 5 minutes to open and verify their question booklet before starting the exam.
2. The exam consists of 50 multiple choice questions with options A, B, C, and D. Candidates must darken the oval for their chosen answer option on the common answer sheet.
3. Candidates must return the question booklet and not take it outside after the exam is over.
1. This document provides instructions for candidates taking an examination. It details procedures for verifying the question paper booklet, marking responses in the answer sheet, rules to follow, etc.
2. Candidates have 5 minutes to open their question booklet and verify details like serial numbers and pages. They should not accept booklets without sticker seals or with discrepancies.
3. Responses must be marked on the common answer sheet provided. Any other marks will not be evaluated. Instructions inside the booklet must be read carefully.
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1. The document appears to be instructions for taking an examination based on some key points:
2. Examinees must fill in personal details on the question booklet and answer sheet, which are being used for both Paper I and Paper II.
3. In the first 5 minutes, examinees should open the booklet and verify details like page numbers and serial numbers match the cover page. Faulty booklets should be replaced immediately.
4. Questions are multiple choice with options A, B, C or D. Examinees must darken the correct oval on the answer sheet which is common for both papers. Use of pens other than blue/black is prohibited.
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This document provides instructional strategies for summarizing and note taking. It discusses the importance of these skills and offers generalizations and classroom applications. For summarizing, it recommends teaching a rule-based strategy and using summary frames. For note taking, it emphasizes that notes should be a work in progress and used as study guides. The document also provides examples of different note taking formats and strategies teachers can use to help students improve their summarizing and note taking abilities.
Here are some questions that came to mind as I read this chapter:
- How do I come up with a research topic or question to study?
- What are some examples of research problems or questions other teachers have studied?
- What steps do I need to take to get started with my research project?
- How much time will a typical teacher research project take?
- What resources are available to help support teachers doing research?
This document provides links to several language assessment frameworks and organizations, including the Canadian Language Benchmarks home page, the Online Self-Assessment for the Canadian Language Benchmarks, the Common European Framework of Reference for Languages home page, and the American Council on Teaching Foreign Languages home page.
This document outlines the education policy and initiatives of the Tamil Nadu School Education Department for the 2012-13 year. Key points include:
1) The department budget of Rs.14,552.82 crore is the highest allocation ever for any department in the state.
2) The policy aims to provide universal elementary and secondary education for all school-age children through increasing access to schools, teachers, quality education, and infrastructure.
3) Special initiatives and reservations target increasing access for children with special needs, from remote areas, girls, SC/STs, and other disadvantaged groups.
The National Council of Educational Research and Training (NCERT) was established in 1961 by the Government of India to assist in implementing education policies and bringing qualitative changes to schooling. It is governed by statutory committees and advises on activities through other committees. NCERT comprises departments, divisions, and constituent units like the National Institute of Education and five Regional Institutes of Education that conduct research, develop curriculum and textbooks, train teachers, and disseminate information. Over the years, NCERT has worked to improve early childhood education, research-based interventions, and achieve goals like universal elementary education and vocational education.
This document outlines the common syllabus for English in classes I to X in India. It discusses the objectives of learning English such as effective communication, participatory learning, and using language as a confidence building strategy. For class I, the focus is on developing basic listening and speaking competencies through activities like singing nursery rhymes, listening to short stories, following simple instructions, recognizing greetings, identifying sounds in words. Students are evaluated based on their ability to perform tasks like singing, responding to questions, identifying rhyming words and discriminating sounds. The gradient of learning increases from classes I to X.
The document summarizes modifications made to India's National Policy on Education in 1992. It discusses the history and achievements of India's education system since the 1968 National Policy on Education. Key points include expanding access to education, introducing a common 10+2+3 educational structure, and the need to tackle accumulating problems with access, quality, and financing of education. The modifications aim to develop human resources, promote national values of secularism and democracy, and meet new social and economic challenges through improved education.
The document outlines the scope and considerations for developing a common school education curriculum in Tamil Nadu. It discusses expanding the scope to include life skills, academic and vocational skills, self-reliance, independence and ability to assert. The curriculum should cater to current and future needs through knowledge creation and innovative skills development using problem-solving learning contexts. Both language and content subjects need to rely on experiential learning strategies like activity-based and active learning to equip students for life and career success.