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A Critical Review of the Involvement of Teachers and Students’ Interest in Current English Language Curriculum in Nigerian Secondary
OA Oribabor
African Research Review , 2009,
Abstract: This paper evaluated the appropriateness of teaching English language in some selected secondary schools in both Urban (Ile-Ife) and Rural (Ibodi) areas respectively of former Oranmiyan and Atakunmosa Local Government Areas of Osun state, Nigeria. 150 Senior Secondary School students whose ages ranged from seventeen years six months to eighteen years three months were used for the study. Also investigated were the attitudes of the teachers to the philosophy and implementation of the new English Language curriculum. The interest of the students in the new English language curriculum was also assessed. An attitude scale and a questionnaire were used to test the relationship among the variables identified for the study. Data collected in the study were analysed using percentages and t-test to test the hypotheses generated for the study. Results showed that teachers in both urban and rural settings did not differ in their opinion that they were not involved in the planning of the new English language programme. It was discovered by the paper that there is need to involve the teachers in both rural and urban schools settings in the identification and planning of programme objectives. The non-availability of recommended instructional materials was equally discovered. The paper suggested the need for an urgent re-assessment of existing strategies for implementing the new English language programme.
Repositioning of CLT from Curriculum to Classroom: A Review of the English Language Instructions at Bangladeshi Secondary Schools
Md. Zulfeqar Haider,Takad Ahmed Chowdhury
International Journal of English Linguistics , 2012, DOI: 10.5539/ijel.v2n4p12
Abstract: This paper attempts a study of the present state of teaching and learning English at the secondary schools in Bangladesh. It offers an analysis of the current English curriculum and textbooks for the secondary grades and explores the current classroom practices through classroom observation and teachers’ interview. The classroom observations were conducted to identify the features of Communicative Language Teaching (CLT) approach prescribed by the curriculum and syllabus document of National Curriculum and Textbook Board (NCTB) as the desired approach for teaching English at secondary level schools in Bangladesh. The paper also attempts to identify connections between the curriculum objectives and the classroom realities faced by the teachers and seeks suggestions for achieving the stated objectives. Some of the key recommendations include - strengthening of the teacher development initiatives, redefining the entry and exit levels of the learners, providing alternative and supplementary instructional materials and reforming the assessment system.
Educational Values and the English Language Curriculum in Hong Kong Secondary Schools Since 1975  [cached]
Annie Siu-yin Tong,Bob Adamson
International Journal of Society, Culture and Language , 2013,
Abstract: English is an important language in Hong Kong, aninternational city located on the southern coast of thePeople’s Republic of China that, for over 150 years to 1997,was a British colony. This paper describes and analyseschanges in teaching methodologies in the English languagecurriculum formally proposed for Hong Kong juniorsecondary schools from 1975 to the present day, to study howthe curriculum developments reflect interrelated social,political, economic, and cultural factors of the period and theideology in educational circles that was pre-eminent at thetime. It finds that, while the rhetoric of the curriculum haschanged in accordance with shifts in socio-economicconditions, the curriculum content and pedagogicalapproaches implemented in the classrooms have proved moreconstant across time. The paper suggests some explanationsfor the resultant curricula tensions.
English Language Curriculum Evaluation in Oman  [cached]
Khalid Salim Saif Al-Jardani
International Journal of English Linguistics , 2012, DOI: 10.5539/ijel.v2n5p40
Abstract: This paper starts with highlighting some of the key literature regarding curriculum evaluation in general. It highlights the English Language teaching, schools, teachers and pupils in Oman. It also presents the main issues related curriculum development and process of curriculum evaluation.
Assessment practices in the English language classroom of Greek Junior High School  [cached]
Stavroula Vlanti
Research Papers in Language Teaching and Learning , 2012,
Abstract: The present study aimed to compare teacher and student perceptions concerning assessment in the English language classroom of Greek Junior High Schools. It focuses on exploring teacher assessment practices and students’ view of these. The degree of agreement between teacher and student views can affect the results of instruction and learning. The central finding of the study was that English language teachers follow an approach that keeps a balance between the requirements of the Cross-Thematic Curriculum (DEPPS) for performance assessment and the official specifications which define final achievement tests. Students understand the purpose of assessment and the importance of attitudes towards learning and have a clear picture of methods and tasks used for their assessment. On the basis of these research findings, a series of suggestions about teachers and teacher trainers are put forward, focusing on teacher professional development, which, in turn, will promote student involvement and responsibility for learning.
English Language Teacher Education: Rewriting S-1 National Curriculum
M. Soenardi Djiwandono
TEFLIN Journal , 1999,
Abstract: As part of an overall attempt to improve secondary school teacher education, a program has been launched to review and develop the national curriculum (KURNAS) of English language teacher education in Indonesia as a means to improve the quality of teachers of English. The new curriculum is at the same time intended to be a revision of the 1995 national curriculum supposedly in use now. For the purpose a team of three members was appointed by the Secondary School Teacher Development Project (nationally known as Proyek PGSM), comprising English teaching professionalls from Universitas Negeri Malang, GAJAHMADA UNIVERSITY, and a senior high school teacher of English. Following a study of the existing documents related to ELT in Indonesia, an initial draft was written and gradually developed following a series of discussions and exchanges of ideas with teachers and profesionalls in the field of ELT. By the 3 rd year of the appointment of the team, the draft for the new KURNAS comprising Books I, II, and III, has been completed and ready for a try-out. The try-out was intended to put into practise the Intensive Course (IC) Program as one of the most important components of the new KURNAS for the development of fluency in English as an essential basis for the preparation of competent high school teachers of English. This article describes the background and the underlying principles of the curriculum revision, along with the classification and identification of courses, descriptions of courses their and syllabus outlines.
An Evaluation of the English Language Curriculum of the Nigeria Certificate in Education: A Case Study of a College of Education  [PDF]
Oris Tom-Lawyer
Open Journal of Social Sciences (JSS) , 2014, DOI: 10.4236/jss.2014.27011
Abstract: This treatise is a pilot study that evaluated the implementation of the English language curriculum of the Nigeria Certificate in Education at a College of Education in Ogun State, Nigeria. The certificate is the basic qualification for teaching. The poor performance of Nigerian students in external English examinations has continued to be a source of worry to parents, educational stakeholders and the government. This problem has impeded the transition to higher education of many Nigerian students. In order to proffer solution to this problem, the effectiveness of the training of English language teachers need to be examined. The study sought to fill the gap by evaluating the implementation of the English language curriculum of the NCE in order to determine the effectiveness of the schooling of teachers. In investigating these issues, a mixed methods approach was used to utilise a case study. The sample comprised ten lecturers and twenty students drawn through convenience sampling techniques. The instruments were questionnaires, observation checklists, interviews and field notes. The methods of analysis were descriptive/inferential statistics and thematic content analysis. The findings revealed that lecturers employed mostly a combination of teaching modes in classrooms. The resources (physical and human) were found to be inadequate and the school technologically deficient. Furthermore, the negative attitudes of the students impacted on the implementation of the curriculum. The study identified the ineffective implementation of the NCE English language curriculum. The paper recommends that parents and other stakeholders should thoroughly investigate teacher training.
Melting Pot Influences on Secondary English Curriculum Policy  [cached]
Allison Skerrett
International Journal of Education Policy and Leadership , 2009,
Abstract: This article explores how racial, cultural, and linguistic diversity are addressed in secondary English curriculum policy in Massachusetts, U.S.A. Data are analyzed through theories of the sociology of knowledge and the myth of the United States melting pot. Analysis revealed that curriculum policy privileged Eurocentric literature and the English language and adhered to a melting pot ideology. The article considers how the international educational policy movement toward post-standardization may afford greater responsiveness to diversity.
The Effect of an Intensive English Program on Malaysian Secondary School Students’ Language Proficiency  [cached]
Jayakaran Mukundan,Elaheh Hamed Mahvelati,Vahid Nimehchisalem
English Language Teaching , 2012, DOI: 10.5539/elt.v5n11p1
Abstract: Intensive English programs are courses in which students participate in a higher number of classes in a shorter period. The available literature on intensive English courses indicates inconsistent results necessitating further research in this area. This study investigated the effect of an intensive English program on a group of Malaysian Secondary School students (n=30) following a single group quasi-experimental design. Paired samples t-test was used to analyze the students’ scores before and after the treatment that lasted four weeks. The results indicated that the students scored significantly higher (p= .000 <.05) at post-test. The study has useful implications for English as a Second Language (ESL) teachers, researchers, and curriculum developers. Further research is required before the findings of the study can be generalized.
Teachers’ views on primary school English language teaching curriculum for the 4th grade
Hümset Se?kin
International Journal of Human Sciences , 2011,
Abstract: This study investigates teachers’ views on primary school English language teaching curriculum for the 4th grade. For this aim, objectives, content, activities, materials and equipment and assessment which are the basic components of the curriculum are taken as the criterion. Besides this, the study investigates teachers’ level of information about the curriculum, the difficulties that were experienced by teachers in implementing the curriculum, the strengths and weaknesses of the curriculum and teachers’ suggestions for improving the curriculum. This is a qualitative research and employs interview techniques. Data were collected through interviews of 15 primary school English teachers who taught 4th grade students at state schools. In the data analysis procedure descriptive analysis techniques were applied.The results of the research indicated that the participants had negative views about some aspects of the curriculum due to challenges that they encountered during the implementation. It was determined that teachers thought that the level they informed about the program was not sufficient. Teachers emphasized that crowded classrooms, lack of sources and supplementary materials caused problems in implementing the curriculum. It was pointed out that the strongest feature of the curriculum was that it made the students active during the learning process. The weakest feature of the curriculum was that it was overloaded and time allocated to the curriculum was not sufficient. In order to make the curriculum more efficient teachers suggested that more qualified learning materials should be prepared, alloted time for the lesson should be increased, the number of students in the classroom should be reduced and assessment tools should be provided for the teachers.
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