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Plurilingualism and polish teenage learners of english
Agnieszka Otwinowska?Kasztelanic
Linguarum Arena : Revista do Programa Doutoral em Didáctica de Línguas da Universidade do Porto , 2012,
Abstract: Using several languages has become a norm for those who want to learn and work in the European Union. However, teaching for plurilingualism is also a challenge. The present paper first clarifies the notions of plurilingualism and multilingualism, then discusses the role of crosslinguistic similarity in language learning in the case of European languages. It also shows how lexical crosslinguistic similarity can be used in teaching typologically related and unrelated languages, and discusses the key factors in noticing such similarity. The research presented reports on examining and raising language awareness of Polish English cognate vocabulary in the case of a group of Polish teenage learners of English. It presents the results of a small scale study in quasi experimental design, as well as qualitative research on the learners’ opinions and attitudes. Finally, the paper presents implications for language pedagogy and focuses on the fact that awareness raising may affect the learners’ plurilingual competence.
Integrating Curriculum Design Theory into ESP Course Construction: Aviation English for Aircraft Engineering  [PDF]
Jun Lin, Aiguo Wang, Changjie Zhang
Open Journal of Modern Linguistics (OJML) , 2014, DOI: 10.4236/ojml.2014.42017

This paper considers the arguments for the construction of courses in ESP (English for Specific Purposes) focusing on the integration of curriculum design theory into an English course for aircraft engineering at the Civil Aviation University of China. For teacher-researchers interested in designing and implementing an aviation English instruction program, this paper offers an example framework of how this might be done and evaluates the framework within an action research model. A needs analysis is made and a curriculum presented for an integrated course in aviation English for aircraft engineers in the Chinese context, so that learners of ESP can learn the target language more effectively and put the learning to practical use.

A Comparative Study of Activity Preferences of Learners and Teachers in College English Teaching and Its Implications for Curriculum Design
Xiaohui Qin
International Journal of English Linguistics , 2012, DOI: 10.5539/ijel.v2n6p40
Abstract: The present paper takes as its point of departure methodological aspects of the curriculum, and specifically, it attempts at a comparative study of activity preferences of teachers and learners, and wishes to invest tentative thoughts and efforts in College English (CE) curriculum design. It conducts an empirical study on divergent views of 132 students and 30 CE teachers in University of Science and Technology Beijing (USTB) by means of questionnaire on 50 learning activities derived through interviews with a group of teachers and learners. Major findings indicate that there is a considerable lack of correspondence between learners’ and teachers’ opinions on various learning activities, and teachers respond more favorably to communicative activities while learners express stronger liking attitudes towards non-communicative activities. To provide a comprehensive picture, learners’ attitudes towards various learning activities are also examined carefully, which reveals that they embrace both communicative and traditional activities. Tentative implications of the study for curriculum design are: 1) it sets up an empirical basis for methodology design in curriculum development by providing a detailed picture of learners’ preferences; 2) it establishes a useful operating model for prompting a learner-centered curriculum by suggesting several mechanisms such as negotiation and consultation, incorporation of learners’ feedback and flexibility and adaptation; 3) it supplies the rationale for specifying and optimizing CE classroom teaching by impressing teachers with the divergences of learner teacher views on learning activities.
Designing a Holistic Professional Development Program for Elementary School English Teachers in Colombia*
McNulty Ferri,Maria; Quinchía Ortiz,Diana Isabel;
Profile Issues in Teachers` Professional Development , 2007,
Abstract: the design and implementation of a holistic professional development program for elementary school english teachers in colombia concerns target language improvement and pedagogical reflection. school-based and learner-centered, the program is characteristic of a synthetic, progressive, process-oriented curriculum as teachers’ language and pedagogical needs determined the learning and pedagogical activities for the program. the teachers improved their use of conventional english and became aware of an alternative approach for early foreign language instruction. they reported increased confidence using english and implementing new methodological strategies by getting positive feedback from their learners. positive changes in teachers’ and students’ attitudes towards english suggest that this holistic approach be used as a viable professional development program for elementary school teachers in colombia.
Using Stories in English Omani Curriculum  [cached]
Kothar Talib Sulaiman Al Harrasi
English Language Teaching , 2012, DOI: 10.5539/elt.v5n11p51
Abstract: Learning a FL may be frustrating for some young learners; however, integrating fun in learning would encourage them to develop positive attitudes towards learning a language (Ellis & Brewster, 1991). Stories are an effective and enthusiastic technique in teaching young learners; they inject lots of amusement and help children enjoy learning language in purposeful communication. This paper is an attempt to explore the effectiveness of the stories in Omani curriculum (English for Me) and eventually suggests some efficient techniques and activities in teaching stories based on the analysis. Preliminary findings show that stories in the textbooks are enthusiastic and suit learners' interest and level, and the follow-up activities increase their benefits. However, there are some stories or activities that are repetitive and too long, and need to be modified or replaced by others.
Understanding Students’ Learning Strategies as an Input Context to Design English Classroom Activities
Karim Mattarima,Abdul Rahim Hamdam
International Journal of Psychological Studies , 2011, DOI: 10.5539/ijps.v3n2p238
Abstract: Learners’ individual differences in learning English as a foreign language with large-mixed ability classes needs a great attention in increasing their communicative language skills. One of Learners’ differences is learning strategies. Learning strategy has a great role to promote students’ autonomy. It is one of front liners in developing communicative skills of English. Understanding students’ learning strategies becomes a strategic and important issue to gain brilliant ideas to design classroom activities and then, to promote students’ autonomy. The study conducted with students in two senior high schools, SMA Negeri 15 and SMA Negeri 16 Makassar South Sulawesi Province, Indonesia found that students only used meta-cognitive strategies at a high frequency and memory, cognitive, compensation, affective, and social strategies at a medium frequency. In meta-cognitive strategies, students have several degrees of autonomy promotion by independently organizing and evaluating their learning progress, although other five learning strategies need intensively great efforts to support their autonomy. Further implications of the study in English foreign language teaching and learning in the context of implementing school based curriculum in Indonesia are also discussed.
English reading and writing performance of Xitsonga-speaking Grade 7 learners in township schools: A case study
Tintswalo V Manyike,Eleanor M Lemmer
Per Linguam : A Journal of Language Learning , 2011, DOI: 10.5785/26-1-12
Abstract: A clear preference for English as language of teaching and learning (LoLT) is evident in most South African schools. However, discrepancies exist between language policy aims and educational outcomes with regard to the successful acquisition of English among English second language (ESL) learners. Effective participation in all learning activities is closely linked to learners’ proficiency in the LoLT; poor English proficiency leads to underachievement across the curriculum. In the light of this, a case study as conducted to investigate the English reading and writing performance of Grade 7 Xitsonga-speaking learners in three selected township schools in the Tshwane metropolitan area, Gauteng Province. Firstly, a literature review was undertaken to explore the importance of reading and writing skills in the classroom with particular reference to the demands made on ESL learners. Following this, standardised tests were used to assess the learners’ English reading and writing performance. Findings indicated that learners performed poorly in both reading and writing; however, no significant relationship could be demonstrated between reading and writing, possibly due to the nature of the components of the test. The overall lack of reading and writing competence in English holds implications for learners’ academic achievement in all learning areas in situations in which English is used as the LoLT.
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.
Challenges in Implementing Competency-based English Language Teaching at University Level
Angelika Riyandari
TEFLIN Journal , 2004,
Abstract: Competency-based curriculum has been widely implemented by many higher institutions in Indonesia. It is expected that the competency-based curriculum, which puts more emphasis on the needs of job market, prepare students for specified tasks. Competency in a general sense can be seen from the task performance. English language competency is one of the basic competencies which should be acquired by a university graduate in order to enter international market and survive the global competition. The institution which offers English language as part of their curriculum must answer the demand for an English language competent graduate by preparing the best way to teach the language. This article examines the steps to develop a competency-based English language teaching where student's attitude and achievement comprise the important segments of evaluation. It focuses on the challenges, which will probably be faced by the teachers in implementing this competency-based teaching at the university level.
Subjacency Access by Afghan Learners of English
Mahmood Hashemian,Mehdi Iravani
Theory and Practice in Language Studies , 2011, DOI: 10.4304/tpls.1.3.278-282
Abstract: The present study aimed to investigate the question of availability of universal grammar (UG) to Afghan learners of English in terms of Subjacency Condition. To achieve this goal, two groups of Afghan learners of English were classified as high and low in line with a General Proficiency Test (GPT). The participants were then tested on Subjacency Condition in English. The performance of the high group was much better than that of the low group. However, compared with the performance of the native speakers of English, the high group was ranked lower. Considering the level of Subjacency availability, the cards are stacked in favor of a partial access to UG by English foreign language (EFL) learners.
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