A case study of Cantonese as a foreign language curriculum design in North America

2019 ◽  
pp. 85-99
Keyword(s):  
North America ◽  
Foreign Language ◽  
Curriculum Design ◽  
Language Curriculum ◽  
Foreign Language Curriculum

Designing an English Curriculum for Everyone

2018 ◽  
pp. 87-108
Author(s):  
Angela Bailey ◽  
Nayibe Rosado ◽  
Lourdes Rey
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Language Learning ◽  
Broad Spectrum ◽  
Curriculum Design ◽  
English Language ◽  
Language Policies ◽  
Language Curriculum ◽  
English Curriculum ◽  
Foreign Language Curriculum

In this chapter, the authors demonstrate a practical view of a foreign language curriculum development in Colombia. Within the chapter, they give a brief description of language policies that guided the curriculum; a discussion of the research framework, methods, and data collection; and a reflection of the choices made with regard to education, language, and language learning. By triangulating existing policies, contextual and conceptual needs analyses, and existing classroom practices, the authors demonstrate a collaborative and flexible means of meeting foreign language teaching across a broad spectrum of inconsistencies. Conclusions review and discuss the importance of maintaining an open and adaptable perspective throughout foreign language curriculum design while establishing and creating a working, flexible English language curriculum.

A learner-centred foreign language curriculum for a large, diverse group of students? yes, it is possible

1995 ◽  
Vol 12 ◽  
pp. 119-130 ◽  
Author(s):  
Chihiro Kinoshita Thomson
Keyword(s):  
Foreign Language ◽  
Successful Implementation ◽  
Curriculum Innovation ◽  
Self Directed Learning ◽  
Planning Stage ◽  
Language Curriculum ◽  
Foreign Language Curriculum ◽  
Directed Learning ◽  
Learning Contracts

Abstract In the reality of learner diversity and large enrolment, how can we effectively deliver a foreign language curriculum that is learner-centred and communicatively-based, and that fosters learner autonomy? This paper proposes a curriculum innovation in which a curriculum holds two major components: one of self-directed learning project and the other of any syllabus type of one’s choice. The paper describes and discusses a case study, which is a trial of the proposed curriculum, then further makes recommendations for successful implementation of such a curriculum. The project section of the proposed curriculum has four stages: the introduction stage where the concepts and benefit of the project are introduced to learners; the planning stage where the learners draw learning contracts; the monitoring stage where the learners monitor and modify their learning; and the assessment stage where the learners assess their own performance in accordance with their learning contracts.

Research in Language-Literature Instruction: Meeting the Call for Change?

2011 ◽  
Vol 31 ◽  
pp. 161-181 ◽  
Author(s):  
Kate Paesani
Keyword(s):  
Language Development ◽  
Foreign Language ◽  
Curriculum Design ◽  
Classroom Practice ◽  
Practice Research ◽  
Modern Language Association ◽  
Literature Instruction ◽  
Language Curriculum ◽  
Foreign Language Curriculum ◽  
Language Literature

The purpose of this review is to assess whether recent scholarship on language-literature instruction—the deliberate integration of language development and literary study at all levels of the foreign language curriculum—within the context of U.S. institutions of higher education reflects shifts in thinking regarding the role of literature in foreign language curricula. These shifts have come in response to the 2007 Report of the Modern Language Association Ad Hoc Committee on Foreign Languages, which recommended replacing the traditional two-tiered program structure with more coherent curricula that merge language and content, and to the general questioning of communicative language teaching as a viable method for language instruction and adequate preparation for advanced-level work in a foreign language. Current approaches to language-literature instruction and foreign language curriculum design favor multimodal language development that places equal importance on oral and written language and interpretative interaction with literature to construct textual meaning and establish form-meaning connections. This review surveys empirical and classroom practice research on literature in language courses and language in literature courses and concludes with a consideration of larger curricular issues and areas for future research.

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