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xiv, 279 p. : 28 cm

This article outlines the necessity for investigating the attitudes of local students towards the use of the English-medium instruction (EMI) strategy in their programs in China. It starts by presenting an overview of English as a global language, how English is emphasized in China, and briefly presents the concept of "Attitude" and how the motivation factor plays a significant role in the conception processing of attitudes. Semi-structured interviews with six graduate students majoring in different programs are conducted. The analysis of the interviews identified that the participants hold very positive attitudes towards the use of the EMI strategy at their current programs. The participants, furthermore, expressed their complete readiness to join post-graduate programs wherein only the EMI strategy is implemented. In addition to the factors identified in the literature, the current article also recognized new factors that led the participants to conceiving positive attitudes: maintaining a global friendship, obtaining a leadership position, and acquainting with international scholars. Moreover, it is argued that "quantity" precedes "quality" in higher education institutions. Finally, the article provides a suggestion for how to meet the students' language needs and maximize the competition in obtaining top world-class university rankings.

Document from Tamil Nadu Legislative Assembly Digital Archive

Supplemental educational services for limited Enslish proficient (LEP) Indochinese students (grades 6-12) are evaluated, based on data compiled during a 3-year period for a Title VII project in Camden, New Jersey. Project components included the following: instructional assistance; community school coordinator; curriculum development; tutor enrichment; training; and parent advisory council. A planned seventh component, native language counseling, was not implemented. The project goal was for the students to achieve a level of fluency in English that would enable them to learn in a regular classroom environment, complete their education, and function effectively in American society. Trend data for the 3 years suggest that the project was successful. Recommendations include: (1) eliminate obstacles to parent involvement; (2) continue to expand cultural experiences such as native Indochinese speakers and trips to museums and exhibits; (3) continue curriculum development and adaptation in relevant areas; and (4) continue to encourage peer tutoring to reinforce subject matter and provide role models for elementary and middle school students. Exit standards, information on the international classroom of the university museum, a resource guide outline (history of Southeast Asia, and the survey questionnaire are appended. (LB)

A study was conducted to compare the success of students entering the San Diego Community College District (SDCCD) at college and pre-college English levels to measure the effectiveness of English developmental programs. Ideally, the time spent in remedial programs should allow students to succeed and progress at the same rate as students who entered at college level. A database of fall 1990 first-time-in-college English students was categorized by skill level. The report compared measures of student success by ethnicity, age category, gender, and disability status. Three measures of success were used: academic performance; a longitudinal design comparing cumulative grade point average (GPA) and cumulative units earned; and persistence. Success rates in English courses taken in fall 1990 varied by skill level: 47% of the Basic Skills students, 54.7% of the English 51/56 (Basic Composition and College Reading Study Skills), and 47.2% of the college-level entrants earned successful grades in their English course; 41.4% of the Basic Skills students, 34.4% of the English 51/56 students, and 45% of the college-level students did not complete their English course. Other findings included the following: (1) basic skill entrants were more likely to earn zero units during the fall 1990 term than other groups; (2) tracking cumulative GPA over four semesters showed little difference between Basic Skills students and English 51/56 students, but a significant difference between these groups and college-level students, who consistently had a GPA approximately one-quarter point higher; and (3) after four semesters, persistence was highest for college-level students (66.4%) and lowest for English 51/56 students (53.7%). (KP)

A study was conducted to compare the success of students entering the San Diego Community College District (SDCCD) at college and pre-college English levels to measure the effectiveness of English developmental programs. Ideally, the time spent in remedial programs should allow students to succeed and progress at the same rate as students who entered at college level. A database of fall 1990 first-time-in-college English students was categorized by skill level. The report compared measures of student success by ethnicity, age category, gender, and disability status. Three measures of success were used: academic performance; a longitudinal design comparing cumulative grade point average (GPA) and cumulative units earned; and persistence. Success rates in English courses taken in fall 1990 varied by skill level: 47% of the Basic Skills students, 54.7% of the English 51/56 (Basic Composition and College Reading Study Skills), and 47.2% of the college-level entrants earned successful grades in their English course; 41.4% of the Basic Skills students, 34.4% of the English 51/56 students, and 45% of the college-level students did not complete their English course. Other findings included the following: (1) basic skill entrants were more likely to earn zero units during the fall 1990 term than other groups; (2) tracking cumulative GPA over four semesters showed little difference between Basic Skills students and English 51/56 students, but a significant difference between these groups and college-level students, who consistently had a GPA approximately one-quarter point higher; and (3) after four semesters, persistence was highest for college-level students (66.4%) and lowest for English 51/56 students (53.7%). (KP)

A study was conducted to compare the success of students entering the San Diego Community College District (SDCCD) at college and pre-college English levels to measure the effectiveness of English developmental programs. Ideally, the time spent in remedial programs should allow students to succeed and progress at the same rate as students who entered at college level. A database of fall 1990 first-time-in-college English students was categorized by skill level. The report compared measures of student success by ethnicity, age category, gender, and disability status. Three measures of success were used: academic performance; a longitudinal design comparing cumulative grade point average (GPA) and cumulative units earned; and persistence. Success rates in English courses taken in fall 1990 varied by skill level: 47% of the Basic Skills students, 54.7% of the English 51/56 (Basic Composition and College Reading Study Skills), and 47.2% of the college-level entrants earned successful grades in their English course; 41.4% of the Basic Skills students, 34.4% of the English 51/56 students, and 45% of the college-level students did not complete their English course. Other findings included the following: (1) basic skill entrants were more likely to earn zero units during the fall 1990 term than other groups; (2) tracking cumulative GPA over four semesters showed little difference between Basic Skills students and English 51/56 students, but a significant difference between these groups and college-level students, who consistently had a GPA approximately one-quarter point higher; and (3) after four semesters, persistence was highest for college-level students (66.4%) and lowest for English 51/56 students (53.7%). (KP)

iv, 222 pages : 27 cm

The arrival of new English-language learning students in North Carolina schools has increased the necessity of acquiring and implementing learning strategies that can both assist new students with their second-language learning process and also support native English-speaking teachers in crossing the communication barrier to reach these students. Research has shown the importance of creating a safe and welcoming learning environment to foster confidence and motivation in the students' English language learning process. However, creating a welcoming and safe environment is not enough to support students in adapting to the new curriculum and in achieving its learning standards. Therefore, this ESL study guide offers ways to support the development of cognitive, memory, and compensation strategies that assist students in achieving independence in their second language acquisition, as well as in meeting the second-grade curriculum standards at their own pace and level.

The arrival of new English-language learning students in North Carolina schools has increased the necessity of acquiring and implementing learning strategies that can both assist new students with their second-language learning process and also support native English-speaking teachers in crossing the communication barrier to reach these students. Research has shown the importance of creating a safe and welcoming learning environment to foster confidence and motivation in the students' English language learning process. However, creating a welcoming and safe environment is not enough to support students in adapting to the new curriculum and in achieving its learning standards. Therefore, this ESL study guide offers ways to support the development of cognitive, memory, and compensation strategies that assist students in achieving independence in their second language acquisition, as well as in meeting the second-grade curriculum standards at their own pace and level.

Discussed and examined are the responses from 150 teachers who tried out the language arts curriculum developed by the Oregon Elementary English Project. Sections in this volume include an introduction to the Project, methods used in preparing the curriculum, results of the curriculum and an evaluation of the results, discussions of the curriculum strands on literature, drama, language, and composition, general conclusions, and an appendix which contains sample evaluation forms and tests. (HOD)

Intended for teachers and other educators teaching English in the educational system of the Bureau of Indian Affairs (BIA), this compilation of the first three issues of English for American Indians includes the following articles on English as a Second Language (ESL): (1) "Language Drill and Young Children" (a teaching approach of special interest to educators involved in the BIA kindergarten program); (2) "Beginning School in a Second Language" (emphasis on ESL activities); (3) "Breaking Down Your Writing Goals" (the rationale for controlled composition techniques); (4) "The Teacher's Bookshelf" (a listing of both elementary and secondary ESL text and background materials with a special section devoted to speakers of the Indian languages); (5) "The Teacher"s Bookshelf" (a second listing of elementary and secondary ESL text and background materials with a section devoted to new and forthcoming materials). Providing information on existing and prospective ESL materials, these articles have a practical orientation and serve to promote the exchange of information among teachers in the BIA system. (JC)

In this document, the first of a projected series of reports on ensuring student success, student equity, and rigorous instructional standards, an overview is provided of the steps taken by Glendale Community College (GCC) to refine and improve student placement in the English curriculum. Following introductory material outlining factors precipitating the college's review of its placement procedures, the report provides background on the GCC's use of the Comparative Guidance and Placement (CGP) test and the College Entrance Examination Board test to assess students' English skills. It also discusses changes in academic standards and students' skill levels and the complications inherent in refining the existing placement system. The next section reviews the statistical procedures used to evaluate and create placement criteria. Several personal and academic characteristics were studied to determine those most highly correlated with success in English 101, including importance to self and others, years out of school, last English and math class, grade in high school math and English, gender, expected hours of employment, primary language, ethnicity, high school grade point average, years of English, age, orientation/guidance course, and CGP reading and sentence scores. The report also describes a second evaluation of the placement system involving a comparison of placement results with the holistic writing scores available on a sub-section of entering students. The final section reviews plans for ongoing evaluation of spring and fall 1989 students and the development of a report on student characteristics for the use of counselors. (JMC)

This paper reports on a work in progress, a critical-historical study which considers two issues: (1) the nature and scope of the English curriculum in primary and secondary schools in South Australia from the 1920s to the 1950s; and (2) the role of schooling in shaping young people as future citizens for a nation in a time of great change. The paper states that, based on previous work in school and curriculum history, the study explores, in one local site, the role of English curriculum and the English teacher in shaping the character of the student and promoting a suitable form of citizenship. According to the paper, this research takes up the challenge of exploring these largely unexamined years of English teaching to supplement English curriculum history. It focuses on one of the research aims--to collate and map the shape and nature of the primary and secondary English curriculum in South Australian schools from the 1920s to the 1950s. The paper's remaining sections report on aspects of the work conducted so far. It begins by briefly introducing the methodological approaches underpinning the research, then provides an overview of the primary curriculum during those years, followed by an examination of the reading component of the primary English curriculum for this period. It then "maps" the four different kinds of post-primary schooling that were established in this period with their accompanying curricula and follows this with an analysis of the curriculum developed for one of these--high schools. The paper concludes with a brief summary and some implications for further work arising from the research. (Contains 5 figures, 27 tables, and 18 references.) (NKA)

Intended to help school districts develop their own language arts (kindergarten through grade twelve) curriculum guide, this handbook outlines a four-step process for curriculum planning: (1) organizing the curriculum committee; (2) identifying and assessing current philosophies and practices (includes certain standards for accreditation of Montana schools and the "Essentials of Education" statement); (3) writing or revising the English language arts curriculum (provides samples of scope and sequence, course of study, and relating goals to resources); and (4) assessment of the new curriculum. Each process consists of a set of questions, samples, and references. An annotated bibliography that is directly related to the questions is provided at the end and includes sections on general curriculum concerns, English language arts general concerns, career education, censorship and copyright concerns, composition, drama, exceptional students, language, literature, media, oral communication, and reading. (HOD)

The need for standards-aligned curricula is the most cited Common Core challenge for states, districts, and schools. Yet five years into that implementation, teachers still report scrambling to find high-quality instructional materials. Despite publishers' claims, there is a dearth of programs that are truly aligned to the demands of the Common Core for content and rigor. Fixing America's curriculum problem is no small challenge. This report analyzes New York State's Common Core-aligned ELA curriculum, built from scratch and made available online for all to use for free. How solid is this product? Is it well aligned to the Common Core? Is it teachable? Findings include: (1) EngageNY's alignment to the Common Core is generally strong. (2) Selected texts are high-quality and appropriately rigorous, and the program allows educators greater flexibility than other scripted programs. (3) Because New York engaged multiple curriculum developers to create separate resources for different grade bands, each set of materials reflects a distinctive underlying approach to curriculum and literacy, meaning that the progression across grade bands is bumpy. (4) While content and foundational skills in the early grades appear thoughtfully developed, the sheer quantity of content across all grade bands can be overwhelming. (5) Additionally, EngageNY's high school curriculum (not yet complete) lacks a critical emphasis on literary content, a problem that is amplified by the fact that students read mostly excerpts of great books rather than full novels, biographies, and so on. While not perfect, the materials offer educators--both inside and outside New York State-an important alternative to traditional textbooks of questionable quality and alignment. This has been updated to reflect that at the high-school level, students mostly, not exclusively, read excerpts of great books rather than full novels and biographies. Appended are: (1) CCSS Implementation Rollout in New York; (2) Review Criteria of CCSS-Aligned Instructional Materials (English Language Arts) [Foreword by Kathleen Porter-Magee and Victoria Sears May.]

The paper objectively reviews the current situation of English teachers' face and politeness unconsciousness in the Chinese English language classroom teaching. At the same time it analyzes the reasons for the lack of face and politeness. "English Curriculum Standard" calls for human concern that teachers should give students a complete respect, pay more attention to affective education from view of teachers, view of students and view of evaluation. Face and politeness principles in the second language acquisition also need teachers to protect students' self-esteem, give students a suitable evaluation and encourage their autonomous English learning. On this basis, the paper probes into the relationship between students and teachers, and several suggestions on how to give students' face and politeness are raised.

Includes bibliographical references

No great changes can occur in English curricula until there are significant changes in form. This review stresses the shaping of curricula to the student rather than the student to the curricula. Remedial English and individualized instruction are specifically discussed. The most serious consequence of misunderstanding in remedial English is the attempted remediation of the symptom (poor performance) rather than the disease (inadequate motivation). A solution is the abolishment of homogeneous remedial classes, with their problem of reinforcing failure, and the establishment of heterogeneous classes whose cooperative learning situation enables remedial and better qualified students to share equally in the costs and profits of learning. There is a need for further reorganization of the physical environment to guarantee individualized instruction to each student. Based on a conviction that students learn best when exposed to a wide range of learning situations, rather than to a large-group, single-teacher approach, a suggestion is offered to recruit teaching assistants and reorganize a schedule for teaching and learning. (CA)

No great changes can occur in English curricula until there are significant changes in form. This review stresses the shaping of curricula to the student rather than the student to the curricula. Remedial English and individualized instruction are specifically discussed. The most serious consequence of misunderstanding in remedial English is the attempted remediation of the symptom (poor performance) rather than the disease (inadequate motivation). A solution is the abolishment of homogeneous remedial classes, with their problem of reinforcing failure, and the establishment of heterogeneous classes whose cooperative learning situation enables remedial and better qualified students to share equally in the costs and profits of learning. There is a need for further reorganization of the physical environment to guarantee individualized instruction to each student. Based on a conviction that students learn best when exposed to a wide range of learning situations, rather than to a large-group, single-teacher approach, a suggestion is offered to recruit teaching assistants and reorganize a schedule for teaching and learning. (CA)

No great changes can occur in English curricula until there are significant changes in form. This review stresses the shaping of curricula to the student rather than the student to the curricula. Remedial English and individualized instruction are specifically discussed. The most serious consequence of misunderstanding in remedial English is the attempted remediation of the symptom (poor performance) rather than the disease (inadequate motivation). A solution is the abolishment of homogeneous remedial classes, with their problem of reinforcing failure, and the establishment of heterogeneous classes whose cooperative learning situation enables remedial and better qualified students to share equally in the costs and profits of learning. There is a need for further reorganization of the physical environment to guarantee individualized instruction to each student. Based on a conviction that students learn best when exposed to a wide range of learning situations, rather than to a large-group, single-teacher approach, a suggestion is offered to recruit teaching assistants and reorganize a schedule for teaching and learning. (CA)

A Hong Kong survey, part of a primary school English-as-a-Second-Language curriculum development effort, investigated the extent to which extensive reading materials and activities are used at the upper elementary level, identified learner difficulties with English reading, and solicited teachers' opinions of the role of extensive reading in the curriculum. Questionnaire responses were received from 294 schools. Results indicate that most schools used class readers, and the most frequently used class activities were questions and answers, reading aloud, and silent reading. Among five instructional aims, respondents were most interested in developing students' interest in reading. Most respondents had class libraries with a range of English-language book types. However, students were given little classroom support in reading these books. Over one-quarter of the schools did not allow students to select their own English reading materials. Seven frequently-observed reading problems were identified including: inability to interpret ideas in the text, tackling words, sustaining reading, and following main text ideas. Respondents also ranked criteria used to select reading materials. A large majority of schools supported the idea of extensive reading, but only about 40 percent expressed interest in a proposed elementary school reading program. Contains 7 references and 16 tables. (MSE)

English teachers have a responsibility to interpret for students the current linguistic insights into language and to lead them in an open-minded inquiry involving (1) careful observation of language data, (2) translation of this observation into rule-like descriptions, and (3) verification of the rules to determine if revisions must be made. In deciding whether or not to teach transformational grammar, teachers should examine the key concepts advanced by the transformationalists, rather than depend upon the results of possibly inconclusive educational research. These grammarians explain that in order to understand the semantic meaning of a sentence, one needs to know the "deep structure" (the underlying organization of the sentence) which is different from the "surface structure" (the sounds uttered or the words written). Determining the deep structure from the surface structure involves the basic language skills of reading and listening; translating the deep structure into surface structure involves oral and written composition. (JS)

A GUIDE FOR TEACHER USE WAS PREPARED FOR A SEVENTH-GRADE LANGUAGE CURRICULUM. CONTAINED IN THE GUIDE WERE BACKGROUND INFORMATION, SUGGESTIONS FOR INTRODUCING UNITS ON (1) VARIETIES OF ENGLISH, AND (2) USING THE DICTIONARY, AN ANNOTATED BIBLIOGRAPHY, TEACHING METHOD DESCRIPTIONS, EXERCISES, AND ANSWERS. RELATED ASSIGNMENTS IN SPEECH AND COMPOSITION WERE ALSO INCLUDED. AN ACCOMPANYING GUIDE WAS PREPARED FOR STUDENTS (ED 010 149). (WN)

A GUIDE FOR TEACHER USE WAS PREPARED FOR A SEVENTH-GRADE LANGUAGE CURRICULUM. CONTAINED IN THE GUIDE WERE BACKGROUND INFORMATION, SUGGESTIONS FOR INTRODUCING UNITS ON (1) VARIETIES OF ENGLISH, AND (2) USING THE DICTIONARY, AN ANNOTATED BIBLIOGRAPHY, TEACHING METHOD DESCRIPTIONS, EXERCISES, AND ANSWERS. RELATED ASSIGNMENTS IN SPEECH AND COMPOSITION WERE ALSO INCLUDED. AN ACCOMPANYING GUIDE WAS PREPARED FOR STUDENTS (ED 010 149). (WN)

A GUIDE FOR TEACHER USE WAS PREPARED FOR A SEVENTH-GRADE LANGUAGE CURRICULUM. CONTAINED IN THE GUIDE WERE BACKGROUND INFORMATION, SUGGESTIONS FOR INTRODUCING UNITS ON (1) VARIETIES OF ENGLISH, AND (2) USING THE DICTIONARY, AN ANNOTATED BIBLIOGRAPHY, TEACHING METHOD DESCRIPTIONS, EXERCISES, AND ANSWERS. RELATED ASSIGNMENTS IN SPEECH AND COMPOSITION WERE ALSO INCLUDED. AN ACCOMPANYING GUIDE WAS PREPARED FOR STUDENTS (ED 010 149). (WN)

Standard-based English language curriculum (SBELC) was fairly a new curriculum in Malaysian primary schools. The implementation of SBELC is a phenomenon affecting all teachers and pupils in primary education. Since curriculum implementation occurs mostly in the classroom and teachers are the key players in the implementation process, the initial concern should be teachers' perceptions towards the new language curriculum. Teachers' perceptions towards the curriculum determine their acceptance and readiness. Therefore, a multiple-case study was carried out that involved five teachers from five national primary schools to investigate teachers' perceptions towards the implementation of the SBELC and data were analysed from classroom observations, semi-structured interviews, and corresponding documents. The findings suggested the participants had positive perceptions towards the new language curriculum which were the early indicator of their acceptance and readiness to implement the standard-based English language curriculum. This paper attempts to discuss teachers' perceptions of the standard-based English language curriculum as progressive, pragmatic and outcome-based curriculum in Malaysian primary schools.

This document was prepared to promote the development of policies at the school, college, and university levels that ensure that students learn English at the levels required to benefit optimally from their studies. It presents statewide demographic data on California's limited English language speaking students and recommendations for future curriculum planning. The first sections present background on California's non-native English population, including statewide demographics, school data, and economic and workplace data. These sections indicate that an estimated 5% of California's population is limited in their English proficiency and a projected 250,000 foreign immigrants are expected to enter California annually through the year 2000. The number of K-12 students classified as Limited English Proficiency (LEP) was 652,439 in 1988, approximately double the 1980 number. Between 1977 and 1987, Hispanic student enrollment in the state's community colleges increased from 8.8% to 15%, and Asian student enrollment increased from 4.7% to 9.7%. In fall 1987, the overall freshmen pass-rate on the California State University's English Placement Test was 43.5%, but only 28.6% for Hispanic freshmen and 19.6% for Asian freshmen. The bulk of the report consists of recommendations for an intersegmental English as a Second Language (ESL) Agenda. These recommendations focus on: (1) expectations of freshman language competencies; (2) standards for student language performance levels; (3) coordinated and articulated assessment policies; (4) issues in the assignment of baccalaureate credit and intersegmental transfer; (5) visibility and status of programs for LEP students; (6) in-service and pre-service preparation of all California to teach LEP students; and (7) statewide priorities and planning. (WJT)

The curriculum guide for the Academic Language and Literacy Training Project (ALLT) developed at Georgia State University is presented in this report. ALLT was a federally-funded training project designed to improve and extend the specialized training of Georgia teachers of limited-English-proficient students in the core curriculum areas of mathematics and science. The project provided teachers with a curriculum integrating academic language, literacy, critical thinking, and problem-solving skills for LEP students with math and science content. Project products included a teacher development curriculum (presented here), videotape and guide, model lesson plans, and final report. The curriculum is designed for either on-site or distance learning, and consists of 12 sessions. Materials provided for each session include a list of general purposes, language objectives and needed materials, introductory notes, suggested general class activities, and lists of objectives, materials, and activities for mathematics and science content. Some worksheets are also included with each session outline. An outline of the site facilitator's role is appended. Contains 34 references and a bibliography of 19 project-related publications. (MSE)

The curriculum guide for the Academic Language and Literacy Training Project (ALLT) developed at Georgia State University is presented in this report. ALLT was a federally-funded training project designed to improve and extend the specialized training of Georgia teachers of limited-English-proficient students in the core curriculum areas of mathematics and science. The project provided teachers with a curriculum integrating academic language, literacy, critical thinking, and problem-solving skills for LEP students with math and science content. Project products included a teacher development curriculum (presented here), videotape and guide, model lesson plans, and final report. The curriculum is designed for either on-site or distance learning, and consists of 12 sessions. Materials provided for each session include a list of general purposes, language objectives and needed materials, introductory notes, suggested general class activities, and lists of objectives, materials, and activities for mathematics and science content. Some worksheets are also included with each session outline. An outline of the site facilitator's role is appended. Contains 34 references and a bibliography of 19 project-related publications. (MSE)

The curriculum guide for the Academic Language and Literacy Training Project (ALLT) developed at Georgia State University is presented in this report. ALLT was a federally-funded training project designed to improve and extend the specialized training of Georgia teachers of limited-English-proficient students in the core curriculum areas of mathematics and science. The project provided teachers with a curriculum integrating academic language, literacy, critical thinking, and problem-solving skills for LEP students with math and science content. Project products included a teacher development curriculum (presented here), videotape and guide, model lesson plans, and final report. The curriculum is designed for either on-site or distance learning, and consists of 12 sessions. Materials provided for each session include a list of general purposes, language objectives and needed materials, introductory notes, suggested general class activities, and lists of objectives, materials, and activities for mathematics and science content. Some worksheets are also included with each session outline. An outline of the site facilitator's role is appended. Contains 34 references and a bibliography of 19 project-related publications. (MSE)

The curriculum guide for the Academic Language and Literacy Training Project (ALLT) developed at Georgia State University is presented in this report. ALLT was a federally-funded training project designed to improve and extend the specialized training of Georgia teachers of limited-English-proficient students in the core curriculum areas of mathematics and science. The project provided teachers with a curriculum integrating academic language, literacy, critical thinking, and problem-solving skills for LEP students with math and science content. Project products included a teacher development curriculum (presented here), videotape and guide, model lesson plans, and final report. The curriculum is designed for either on-site or distance learning, and consists of 12 sessions. Materials provided for each session include a list of general purposes, language objectives and needed materials, introductory notes, suggested general class activities, and lists of objectives, materials, and activities for mathematics and science content. Some worksheets are also included with each session outline. An outline of the site facilitator's role is appended. Contains 34 references and a bibliography of 19 project-related publications. (MSE)

Language transfer is an invasive term that has led to varied interpretations and research practices of it. This paper attempted to find out interlanguage transfer errors evident in the written outputs of CEU's three bigger schools/colleges and their implications to the new educational program of the Philippines, the Senior High School of the K to 12. Oral communication makes sense in a dialogue; it is a back and forth negotiation of meanings between the communicators. On the other hand, written communication is read; therefore, misinterpretations of the meanings of the message being transferred are unavoidable and sometimes worsened (Penman, 1998). This paved a way for the researcher to explore lapses in students' written discourse, particularly, those which are transferred from L1 to L2. This study determined the types and extent of transfer errors in the written compositions of the student-respondents through Error Analysis (EA) and was found out to have been contaminated with errors in grammar, lexical choice, semantics and mechanics. Grammatical errors were found to be most prevalent especially in verb, pronoun and preposition usage; the other types of transfer errors such as lexical, semantics, and mechanics do not show much problem; students enrolled in different programs showed varying language needs as revealed by the type and extent of occurrence of transfer errors in their written compositions. Through the findings and conclusions drawn from this study, the researcher recommends that curriculum planners of the K to 12 program consider the implications yielded by the result of analysis of this study in their preparation/ revision of the basic education curriculum for the Senior High School. Furthermore, the researcher encourages the basic education teachers and college instructors of English to intensify the teaching of grammar, reading comprehension to reconcile meanings and enrich vocabulary loading, and improve spelling to avoid recurring transfer errors among their students' written outputs.

Classroom variables and student track levels were studied to determine the impact of tracking and the resulting differences in student educational experiences. A secondary analysis of nationwide data collected for "A Study of Schooling" was used in an analysis of the classroom experiences of students in 297 secondary school English and mathematics classes. The investigation focused on how track levels differed in three major aspects of daily classroom life (curricular content, instructional practice, social relationships and interactions) and in selected student attitudes. Tracked classes were compared with heterogeneous classes on the same dimensions. An uneven racial distribution was found among tracks, particularly in schools where minority students were poor. The data analysis indicated that education in the schools studied was not available to all on an equal basis. Low track students were least likely to experience the quantity and quality of instruction associated with achievement. Teacher student relationships and other classroom interactions in low track classes focused on punitive and negative expressions, with low levels of peer esteem and high levels of class dissonance. Although low track students were as satisfied with their schools as their high track peers, they had the lowest self esteem, leading to the supposition that school processes contribute to societal inequalities. Heterogeneous classes were considerably more advantaged in terms of classroom content and processes than many of the average and nearly all of the low track classes, further supporting the theory of cultural reproduction. Sixty tables present study results, distributions, and classifications, and appendices present classroom learning environment scales, supplementary findings, and the degree of student satisfaction in the four samples. (FG)

Based on research findings, public hearings, reports submitted by individuals and professional organizations, as well as on the training and experiences of the study committee, this report contains the findings and recommendations from a study of the English language arts programs in the North Carolina public schools. The first section of the report is an abridged version of the study, stating purpose, status, background and areas of study, and a summary of the recommendations. The second section is a comprehensive review and contains the rationales for the recommendations, which cover curriculum, evaluation and testing, methodology and resources for improving classroom managment and practices, and staffing and training. Appendixes include a list of study committee membership, a schedule of activities, a summary of major issues studied, and a list of persons submitting research reports and formal presentations to the study committee. (HTH)

The University of Michigan English Language Institute has experimented successfully with offering extra-curricular mini-courses for students of English as a second language. The courses provide an optional activity in which the exposure to English is through a real situation in learning subject matter. After several successful attempts, and some not so successful, the faculty isolated the factors to be considered in planning such a supplementary program. These factors include: (1) Courses should be offered at a time in the semester when a psychological break is needed, and when it will not interfere with the students' regular academic work: (2) A subject matter should be found that the teacher enjoys and that the students are not likely to have been exposed to: (3) The actual material to be read or discussed should be carefully chosen. It is advisable to use something simple and authentic; (4) Audio-visual aids should be used to make the course more appealing; (5) A series of three or four lectures in one week seems to constitute the right length for the course; (6) Not much, if any, outside work should be required, and students ought not to be forced to participate if they do not want to; and (7) Each lecture should be self-contained. Subject-matter possibilities for mini-courses are unlimited: what is important is the rewarding feeling of a shared interest or experience and a realization that English can be vehicle for real communication. (HW)

Three major sections, English language development, language arts curriculum, and historical overviews, compose this bibliography compiled from a review of Dissertation Abstracts International, July 1973-June 1974 and July 1974-June 1975. Its focus is on prekindergarten and primary minority groups and disadvantaged children, and it excludes those studies dealing exclusively with dialects, black dialect, bilingualism, and specific reading programs. Studies in the last four areas which focus on English language development are included. Among the categories listed under the first section are: linguistics, linguistic development at various ages, diagnostic intelligence tests, perceptual development, memory skills, and verbal problem solving. Standard English, English as a second language, language development curriculum, language and reading achievement, writing and spelling, and involvement of other in language growth are among the categories subsumed by the second section. Nine references are included under historical review intended to help to view the present developments in perspective. The conclusion provides a summary of the major points. It is suggested that no one has resolved the problem of developing adequate language abilities in young, disadvantaged, and minority children. (Author/AM)

The aim of this locally-funded cooperative enterprise of the Albuquerque Public Schools (APS) and the College of Education (COE) of the University of New Mexico is to improve the training of secondary and middle school teachers and to improve the secondary English curriculum. Student teachers are selected competitively for the program, which includes one semester of courses on human development, teaching methods, and curriculum construction, followed by a semester of full-time student teaching for which participants receive a $350 stipend. The student teachers and cooperating teachers work in teams of five or six in special facilities that can accommodate up to 80 students. Along with university personnel, they also participate in interpersonal training sessions. The revised curriculum developed during the first 2 years of the program will be implemented this year and then revised again if necessary. APSCOE funding is accomplished by an agreement between APS and COE whereby expected teacher vacancies in the target schools are left unfilled and the money saved is allocated to APSCOE purposes. The personnel gap is filled by the full-time student teachers. (RT)

LF

This report provides suggestions on how a language arts speaking skills assessment program could be structured to ensure that school districts meet the Common Curriculum Goals of the public elementary and secondary schools in Oregon. This report includes: (1) a list of common curriculum goals that relate to speaking; (2) general implications for assessment; (3) criteria for differentiating among insufficient, acceptable, and ideal assessment practices at the classroom and district levels; (4) a bibliography of speaking assessment sources; and (5) sample speaking assessment tools and procedures. (RS)

This report provides suggestions on how a language arts listening skills assessment program could be structured to ensure that school districts meet the Common Curriculum Goals of the public elementary and secondary schools in Oregon. This report includes: (1) a list of common curriculum goals that relate to listening; (2) general implications for assessment; (3) criteria for differentiating among insufficient, acceptable, and ideal assessment practices at the classroom and district levels; (4) a bibliography of listening assessment sources; and (5) sample listening assessment tools and procedures. (RS)

This essay proposes instances of how Anglophone popular culture can offer a place for nurturing critical encounters in the context of learning English. It delineates the theoretical bases that reveal popular culture as a fundamental indicator of society and, using Anglophone movies and stories, analyzes the pedagogical possibilities for stimulating appreciative and self-reflexive responses in students on the path to transcultural Hispanic-Anglo understanding. It also emphasizes the radical potential of popular culture for evaluating the preoccupations of contemporary society. In order to understand a foreign culture, one must see it from the viewpoint of that milieu. This "outsideness" provides a creative understanding of the foreign culture. Two recent films of the African American, Spike Lee, "Do the Right Thing" and "Jungle Fever," uncover the hostility among urban ethnic/racial groups. The first film makes viewers wonder if something analogous could happen in Mexico, and what would be the reaction of the government and society. The second film can stimulate discussion on the pressures in Mexico to establish relationships circumscribed within one's own social class. Stories and other films reveal other realities in popular culture. Final comments advocate a transcultural agenda in Mexican universities that is constantly updated. (Contains 35 references.) (CK)

This paper presents an evaluation of an English for specific purposes (ESP) curriculum using the social semiotic perspective. This perspective highlights the importance of authenticity, multimodality, and communicative competence in ESP teaching and learning. Five main components of the ESP curriculum at the Port and Shipping Management Department of a Maritime Polytechnic in Indonesia were evaluated, including the syllabus, lesson plans, resources, teaching activities, and assessment. In conducting the evaluation, the authors developed an evaluation framework based on three existing frameworks, namely Stufflebeam’s context input process product (CIPP) model for evaluation, Kaewpet’s ESP program evaluation, and Tsou and Chen’s ESP program evaluation. Multiple data collection methods were used and multiple perspectives of research participants were invited. The findings of the study revealed that there were several problems in the ESP curriculum of the Port and Shipping Management Department. The main problem was the poorly designed syllabus that has caused drawbacks on the other components, such as irrelevant and unauthentic teaching materials and activities, low variety of teaching media, lack of multimodal resources used in the classroom, and low validity and reliability of assessments. Pedagogical implications regarding the results of the evaluation are also discussed.

This paper presents an evaluation of an English for specific purposes (ESP) curriculum using the social semiotic perspective. This perspective highlights the importance of authenticity, multimodality, and communicative competence in ESP teaching and learning. Five main components of the ESP curriculum at the Port and Shipping Management Department of a Maritime Polytechnic in Indonesia were evaluated, including the syllabus, lesson plans, resources, teaching activities, and assessment. In conducting the evaluation, the authors developed an evaluation framework based on three existing frameworks, namely Stufflebeam’s context input process product (CIPP) model for evaluation, Kaewpet’s ESP program evaluation, and Tsou and Chen’s ESP program evaluation. Multiple data collection methods were used and multiple perspectives of research participants were invited. The findings of the study revealed that there were several problems in the ESP curriculum of the Port and Shipping Management Department. The main problem was the poorly designed syllabus that has caused drawbacks on the other components, such as irrelevant and unauthentic teaching materials and activities, low variety of teaching media, lack of multimodal resources used in the classroom, and low validity and reliability of assessments. Pedagogical implications regarding the results of the evaluation are also discussed.

This paper presents an evaluation of an English for specific purposes (ESP) curriculum using the social semiotic perspective. This perspective highlights the importance of authenticity, multimodality, and communicative competence in ESP teaching and learning. Five main components of the ESP curriculum at the Port and Shipping Management Department of a Maritime Polytechnic in Indonesia were evaluated, including the syllabus, lesson plans, resources, teaching activities, and assessment. In conducting the evaluation, the authors developed an evaluation framework based on three existing frameworks, namely Stufflebeam’s context input process product (CIPP) model for evaluation, Kaewpet’s ESP program evaluation, and Tsou and Chen’s ESP program evaluation. Multiple data collection methods were used and multiple perspectives of research participants were invited. The findings of the study revealed that there were several problems in the ESP curriculum of the Port and Shipping Management Department. The main problem was the poorly designed syllabus that has caused drawbacks on the other components, such as irrelevant and unauthentic teaching materials and activities, low variety of teaching media, lack of multimodal resources used in the classroom, and low validity and reliability of assessments. Pedagogical implications regarding the results of the evaluation are also discussed.

This paper presents an evaluation of an English for specific purposes (ESP) curriculum using the social semiotic perspective. This perspective highlights the importance of authenticity, multimodality, and communicative competence in ESP teaching and learning. Five main components of the ESP curriculum at the Port and Shipping Management Department of a Maritime Polytechnic in Indonesia were evaluated, including the syllabus, lesson plans, resources, teaching activities, and assessment. In conducting the evaluation, the authors developed an evaluation framework based on three existing frameworks, namely Stufflebeam’s context input process product (CIPP) model for evaluation, Kaewpet’s ESP program evaluation, and Tsou and Chen’s ESP program evaluation. Multiple data collection methods were used and multiple perspectives of research participants were invited. The findings of the study revealed that there were several problems in the ESP curriculum of the Port and Shipping Management Department. The main problem was the poorly designed syllabus that has caused drawbacks on the other components, such as irrelevant and unauthentic teaching materials and activities, low variety of teaching media, lack of multimodal resources used in the classroom, and low validity and reliability of assessments. Pedagogical implications regarding the results of the evaluation are also discussed.

These two line-drawing picture books accompany Books V and VI of the Curriculum Improvement Program in English Language Skills for Schools of the Trust Territory of the Pacific Islands materials. See AL 002 137. (AMM)

This report describes the organization of selected Illinois English and education teachers and scholars who cooperated in a 5-year research project to develop an "ideal" plan for teacher preparation in English, to discover through experimentation how these recommendations for improvement could be utilized in diverse institutions, and to evaluate changes which resulted from these recommendations. The document states (1) ISCPET's background and objectives, (2) its administrative structure, (3) results of ISCPET's activities, e.g., the special studies it commissioned, the "self-studies" of cooperating institutions, and the impact of the project on the national scene, and (4) ISCPET's conclusions and recommendations for reforms in English teacher preparation. Detailed summaries of ISCPET's 33 special studies on teacher preparation, evaluation, and improvement are presented. A preliminary and final statement on qualifications of secondary school teachers of English, a summary of ISCPET's activities, a list of its publications, and ISCPET's six Illinois Teacher Rating Scales are appended. (JB)

MATERIALS FOR THE NEBRASKA ELEMENTARY ENGLISH CURRICULUM INCLUDE AN ANCILLARY POETRY MANUAL FOR GRADES ONE THROUGH SIX. ATTENTION IS GIVEN TO INCREASING THE CHILD'S PLEASURE IN POETRY, BROADENING HIS KNOWLEDGE OF POETRY, AND HELPING HIM TO EXPRESS HIMSELF MORE CREATIVELY. CHILDREN ARE ENCOURAGED FIRST TO ENJOY THE READING OF POEMS AND THEN TO PERCEIVE PARTICULAR POETIC TECHNIQUES. THE TEACHER IS ENCOURAGED TO READ POETRY ALOUD AND TO DISCUSS WITH CHILDREN, AT THEIR LEVEL OF UNDERSTANDING, THE MEANING, SYNTAX, IMAGERY, AND RHYTHMIC AND RHYMING PATTERNS IN POEMS. THE MANUAL INCLUDES--(1) A DISCUSSION OF ELEMENTS CHARACTERISTIC OF GOOD POETRY AND STANDARDS BY WHICH TO JUDGE GOOD POETRY FOR CHILDREN AND BY CHILDREN, (2) SAMPLE LESSON PLANS FOR EACH GRADE LEVEL, (3) AN INDEXED ANTHOLOGY OF 209 CHILDREN'S POEMS WRITTEN BY CHILDREN AND BY EMINENT POETS OF MANY CULTURES FROM ANCIENT TO MODERN TIMES, (4) A LIST OF POEMS, ARRANGED BY GRADE LEVEL AND SUBJECT, FOUND IN THE TWO CORE POETRY TEXTS USED IN THE ELEMENTARY GRADES, (5) A BIBLIOGRAPHY OF USEFUL BOOKS RELATED TO THE STUDY OF POETRY, AND (6) A LIST OF SELECTED RECORDINGS OF POETRY READINGS. THIS MANUAL IS AVAILABLE FROM THE UNIVERSITY OF NEBRASKA PRESS, 215 NEBRASKA HALL, LINCOLN, NEBRASKA 68508. (JB)