Desarro curricular

Desarro curricular

Preliminary

Visit the web pages:

http://www.newsweek.com/id/49079/page/1

http://www.msnbc.msn.com/id/7038031/site/newsweek/print/1/displaymode/1098

and read the Newsweek issue article “Not the Queen’s English” located in those pages, published on March 7, 2005.

The article describes situations regarding the teaching of English as a Foreign Language in different countries. Is the TEFL situation in Mexico similar to
any of those described?

In your opinion, what are the reasons that make people in Mexico study English? Do you think that language schools take those reasons into account and
try to satisfy the students’ professional, academic, and personal needs? Submit your answer in a Word document using this tool.

Disponible en: martes, 18 de septiembre de 2012, 14:15
Fecha de entrega: martes, 25 de septiembre de 2012, 14:15

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Final Project

With the purpose of combining theory of what you have learned in the course and practice at the same time, you will choose from one of the following
options as a final project:

1) Analyze and improve a TEFL program that you have access to. This could be a program that you have access to. It could be a program that you are
currently teaching or that you have taught. In the analysis, you will have to critique the program and evaluate it considering its curriculum and the
elements of the curriculum. Once you have evaluated the program and its curriculum, you will have to write down a proposal to make it better, considering
the parts of the curriculum that the program lacks or those which need to be improved to meet the students’ and the institutions’ needs.

2) Design and develop a new TEFL curriculum as well as it program. Specify the context in which you would use it. Provide a rationale for the choice of the
curriculum including: view of language, view of language learning, target students, students’ needs, syllabus type, learning outcomes, period of time, and
of course, design the program as its basis.

To do this, you will have to conduct a needs analysis and from there, you will develop the remaining parts of the curriculum. Mention and show throughout
the curriculum and the program, how they –curriculum and program- will meet the academic and professional needs of the target students.

Throughout the course, we will be always analyzing a program, so at the end, the option that you use as a final project will have to be an academic essay
where you compare and contrast what you have considered to be the ideal situation to the actual and real situation of the program that you analyzed. On
your academic essay, state the differences and similarities by comparing and contrasting the actual situation of the program to the ideal situation.
Minimum: 3000 words.

The following aspects could guide your essay. Make sure your essay provides answers to the questions specified in the guide:

Is there a distinction between curriculum and syllabus? If not, would you suggest such a distinction? Are the terminal goals clearly defined?
Are there any specifications of the intermediate goals?

Is the real curriculum similar to the idealized curriculum?

Make a list of all the things which, in your view, distinguish the idealized curriculum from the enacted curriculum.

Evaluate it in terms of:
o How great is the gap between the ideal and the reality?
o To what extent would it be feasible or desirable to try and close this gap?
o Which, in your opinion, should be modified, the ideal or the reality?
o Is the gap between the ideal and the reality due largely to educational, administrative, financial, or political factors?


UNIT I

TASK 1-1

Read Chapters 2 to 6 from the book “Approaches and methods to language learning” by Jack C. Richards and Theodore Rodgers.

Make a list of all the words found in the reading that are new to you and try to define them in your own words.


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TASK2

Write down a reading report where you show understanding of the methodologies. In you report also mention which methodology
do you prefer in your teaching and why. Submit your document using this tool.


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FORO

Does the school where you work follow a certain methodology? Is it a specific method or is it a mixture of methods, that is, an eclectic
method? How do you think students learn better?

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UNIT II

TASK 2-1

Read Chapter 19.9 “The Study of Education” (pages 434-442) from the book “Fundamental Concepts of Languages Teaching” by
H.H. Stern

Read pages 1-33 from the book “The Elements of Language Curriculum” by James Dean Brown.

Provide you own definitions to the words mentioned above.


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TASK 2-2

Write down all the different types of things that you do in your teaching situation (if you are not currently teaching, write about those
you have done or those you w

ould do). Now try to separate them into those things that are essentially teaching activities and those that are basically curriculum
activities. Which teaching activities are most closely related to approaches? Syllabi? Techniques? Exercises? Submit your answer
using this tool.


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TASK 2-3

As you know, as a final assignment you will have to choose one of the two options found in the “Final Project” area. Give a brief
explanation of the reason in choosing this specific option. Start thinking about the context of your final project. Read the document
called "Assignment 2.3 Reading". This document is a suggested inventory for a description of language in education. Complete the
information in the inventory according to the situation in your specific context. Submit your explanation using this tool.


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FORO UNIT 2
Should English be mandatory in public schools? Why?

Usted se ha autentificado como DIEGO MARTINEZ CHAVEZ-A- (Salir)

.

UNIT 3

TASK 3-1

Read pages 34-38 from the book “Course Design” by Dubin & Olshtain.

Read Chapter 1 (pages 3-9) from the book “Syllabus Design” by Nunan.

Try to answer all the tasks presented in the reading by Nunan so that you can get a thorough understanding of the subject. However,
submit your answer only to task 6.


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3-2

Thinking about your final project, describe the actual situation of the program that you have decided to work on, considering the
following concepts: pedagogic policies, social and cultural context, view of language, concept of language learning, hidden and
official curriculum, syllabus type (which one?), syllabus classification (which one?). Submit your answer as a word document using
this tool.

In order to help you decide what types of approaches, syllabuses, techniques, and exercises are favored in your language teaching
situation, regard to the checklist provided below, taken from Brown, 1995. (See document called "Assignment 3.2 Reading").


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FORO 3-3
If a major international event took place in Guadalajara and you were chosen to design an English course for police officers in order
to get trained to help out tourists, what kind of syllabus would you develop? Elaborate on your answer and provide examples.

Usted se ha autentificado como DIEGO MARTINEZ CHAVEZ-A- (Salir)

Unit 4

Task 4-1

Read Chapter 2 (pages 10-26) and Chapter 6 (pages 73-84) from “Syllabus Design” by Nunan

Read Chapter 2 (pages 35-70) from Brown’s book “The elements of language curriculum”

Develop a questionnaire in order to analyze the language needs of the students enrolled in the program that you are analyzing.
Conduct the needs analysis by applying the questionnaire to a number of students (you decide the size of the sample). Submit the
questionnaires applied and the conclusions you get from the needs analysis.


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Task 4-2

Read Chapter 3 (pages 71-106) from Brown’s book “The elements of language curriculum”

Think about the teaching situation of the program you are analyzing. Having that program in mind, answer the checklist provided in
“The elements of language curriculum book” on pages 105 and 106.


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Task 4-3

Given that you have already conducted a needs analysis:

a) Specify the goals for the language course program that you are analyzing. Then,

b) Develop the goals into a set of objectives that are as specific and unambiguous as possible.

Submit both, goals and objectives using this tool.


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Task 4-4

Re-read pages 21-24 from the book “The elements of language curriculum” by Brown. Also, read –from the same book- pages 136 (a
summary of the chapter on Testing), page 175 (summary of the chapter on Materials), pages 212-213 (summary of the chapter on
Teaching) , and pages 243-244 (summary of the chapter on Program Evaluation). While reading them, keep in mind the program that
you are analyzing and try to evaluate your program in terms of whether all the elements of the curriculum are present in the program
or not.

Answer the following question. Are all the elements of the curriculum present in the program that you are analyzing? If yes, explain
why. If not, how would you include them?


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