This report focuses on the development of a curriculum called Study, Grow, Repeat, which is designed to teach students not only the English language but also knowledge of the world and ideas needed to survive in school. The report discusses the target learners, teaching program, and rationale of the program.
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Running head: SECOND LANUGAGE CURRICULLUM DEVELOPMENT SECOND LANGUAGE CURRICULLUM DEVELOPMENT Name of the Student Name of the University Author Note
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SECOND LANGUAGE CURRICULLUM DEVELOPMENT1 Executive Summary Curriculum is defined as the experiences of the student that occurs in the procedures of education. The term defines particularly to a sequence of instructions that are planned, or to a view of the experience of the students. Study, Grow, Repeat is a curriculum that is designed in order to teach the students not only the English language but also the knowledge of the world and the ideas that are needed to survive in the school. The report focuses on the learners or the students that will be targeted for the curriculum that will be designed. The report has a detailed description about the teaching program of the curriculum and lastly the report discusses about the rationale of the program that will be designed.
2SECOND LANGUAGE CURRICULLUM DEVELOPMENT Table of Contents Introduction:...............................................................................................................................3 Discussions.................................................................................................................................3 Target Learners......................................................................................................................3 Teaching Program..................................................................................................................5 Rationale of the program........................................................................................................8 Conclusion................................................................................................................................15 References................................................................................................................................16
3SECOND LANGUAGE CURRICULLUM DEVELOPMENT Introduction: Curriculum is defined as the experiences of the student that occurs in the procedures of education. The term defines particularly to a sequence of instructions that are planned, or to a view of the experience of the students. The area of development of curriculum is a set of proceduresthatarerelatedtoeachotherandfocusesonthedesigning,revising, implementation and evaluation of the programs of the languages. A kind of curriculum for the purposes that are particular, the courses aims at preparing the learners in order to access the workforce that have a number of features that are distinctive and there are some considerations that should be taken into description in procedure of developing the language. Study, Grow, Repeat is a curriculum that is designed in order to teach the students not only the English language but also the knowledge of the world and the ideas that are needed to survive in the school. The report focuses on the learners or the students that will be targeted for the curriculum that will be designed. The report has a detailed description about the teaching program of the curriculum and lastly the report discusses about the rationale of the program that will be designed. Discussions Target Learners The context of learning consists of anything in the environment that is surrounding that is social, physical, and institutional and the personal environments that influences the learning and teaching. The physical environment consists of the classroom where teaching or learning occurs. The social environment consists of the relationship between the students and the teachers and the norms that are cultural play an important role in what can and does happen in the classroom. The context of teaching is for the purpose of school and teaching
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4SECOND LANGUAGE CURRICULLUM DEVELOPMENT the school students of class 1 to class five, as they require good English knowledge for writing, reading and communication skills. The curriculum will be designed for the students from 4 years of age to 16 years of age. They should be taught properly as this is the age of learning and it is the age when they will get to learn the new ideas. The language that should be taught t the students should be English according to the ESL and EFL teaching program. English is a very important language as everything is studied in English. Learning English from a very small age will help the students to be proficient in English and the students will have good writing, reading and communication skills. The social background refers to the history of the students of how they were raised and their ethnicity and the background of the family. The social background of the students should be good. The students should be taught irrespective of the social background. The student can be immigrant or from another culture but they should be taught the same language as the other students from the country. The types of class are the subjects that are taught in school and among them English should be given the priority. The students should have interest in English, as it is one of the most important subject or a language. It should be taught to every student of the school. The teacher must be good enough to create interest in the students for studying English as a language and not as a subject. This will help the student to excel in the language. The length of the lessons must not be very lengthy. It should be short and compact and should well understand by the students. The lessons should not be haphazard, as it will confuse the students where to start and where to end. Six to seven fours of teaching per week should be enough for the students to learn English. There should be interactive session in the classroom so that the student does not become boring. The students should also practice the things that are being taught in the class. It will help the students to be better in the language.
5SECOND LANGUAGE CURRICULLUM DEVELOPMENT Teaching Program Wee k Unit/topicobjectivesLanguage functions ActivitiesResourcesAssessment 1-31personal introductio n Student will be able to introduce themselves amongall the students presentin class. Socialising greetings Proper speaking and speaking skills Discussio n skills as wellas strategies Agroupof students that are ready to communicat e Basicsmall talk including ‘Howare you’ 4-72Numbers 1-100 Alphabet and spelling skills The students willlearns to read the numbers from1- 100and learnthe alphabets andwrite spellings The function is tolearn English without any spelling mistakes andlearn tocount the numbers Proper counting of numbers andto write proper spelling without mistakes. Spelling booksand bookof numbers Pronunciatio n Counting skillsand telephone numbers.
6SECOND LANGUAGE CURRICULLUM DEVELOPMENT 8-103 Pronouns Adjectives Adverbs Simple present Tolearn thebasics ofEnglish grammar andwhere toplace themto makea sentence meaningful . The functions ofthe basic grammar of English is to make meaningfu l sentences andnot makeany errors relatedto grammar Doing the exercises thatare basedon grammar. Writing essays and reading books Grammar book,story books Recognizing the connection between this, that, here. Theuseof simple presentin everyday routines Theuseof adverbsof frequency. Unit 1 Topics: personal introduction Objectives: The student will be able to introduce themselves to other students and teachers The student will be able to greet others. Assessments: talking with a group of students will help the student to learn introducing to others Class 1Grammar Listening Visual aids notebook
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7SECOND LANGUAGE CURRICULLUM DEVELOPMENT Reading writing Class 2Speaking Listening writing Question and answer sheets Vocabulary cards Notebook worksheet Class 3Grammar Spelling skills Reading skills Question and answers Textbook Notebook Class 4Writing skills Listening skills Speaking skills Question and answer sheets Visual aids, notebook Notebook. Language focuses each unit: unit 1-personal introduction Unit2- numbers 1-100 and spelling skills Unit 10: Pronouns Adjectives Adverbs Simple present Skill focus: writing, speaking Goals: the student will be able to learn the grammar skills and write proper sentences without error.
8SECOND LANGUAGE CURRICULLUM DEVELOPMENT The student will be able to speak right English without any grammatical errors. Outcomes: unit 1- the student will be good in personal introduction Unit 2- the student will be good in counting numbers and writing spellings Unit 10- the students will be good in grammars and speaking skills Resources: the resources will be notebooks, grammar books and visual aids Tasks: the tasks of the students should be read the grammar books and to solve the exercises of grammar. To speak with the other students to increase the speaking skills Rationale of the program Need analysis Discovering the learner’s requirements is paramount for any employment, learner- centred focused curriculum. The learner centred curriculum mainly empowers all the learners in taking the significant ownership of the materials that would be learnt by them by mainly emphasising on the methods by which the new knowledge helps in solving any problem or even adds value (Al Badi, 2015). Rather than easily pouring all the required information in the mind of the learner, the educator mainly presents students with the main issue and then guides the class as solution is developed for the issue. The learners learns some innovative information and then present effective solutions rather than passively waiting for answers of the educators. It has been analysed that the learner based curriculum mainly permits the students in interacting with the teams with the help of effective discussions as well as the group activities (Carnero, 2017). This efficient approach mainly encourages the students in sitting in the groups for executing coordination. With having significant discussion with the educators and other education providers, the learners learns the importance of working in the teams and then efficiently solve any issue with the help of collaboration (Chen, Goodson &
9SECOND LANGUAGE CURRICULLUM DEVELOPMENT Acosta, 2015). From the perspective of the educators, the learning centred curriculum is commonly considered as the approach of teaching that could helpful for providing the required knowledge using the effective methods and processes. The learning focussed curriculums mainly assists with implementing more than one methods of learning in the classrooms. This particular approach focusses on the variety of the various kinds of methods that emphasised on the materials that are being learnt by the students, and it would help in changing the role of the educator in the classrooms (Durán, 2016). The conventional teaching without any curriculum frequently leads to the students who are significantly passive learners and who does not take any accountability for their respective learning. In the contrast to this conventional method of learning, the learner centred curriculum could be easily implemented when the educators mainly focusses on the student learning (Fan, 2019). The learning centred approach of curriculum implements the main focus on any particular person who has been doing all the learning, and in this case the students. The modified learning curriculum would include the active learning, the inductive learning and teaching and the cooperative learning that would provide the students with all the education easily. The active learning could be considered as that aspect where the students solve the problems, answers the questions efficiently, formulates the questions of own, explain, debate, discuss and then brainstorm for solving the issues that are being faced by them (Fleming, 2019). In the aspect of the cooperative learning, the students mainly works in efficient teams on the projects and the problems under the conditions that significantly assure the individual responsibility and the positive interdependence (Widodo, 2016). The inductive learning could be described as the aspect where the students are mainly presented with the challenges that allows them to learn all the course materials in context of the addressing any challenge. The inductive methods mainly include the inquiry based learning, the case based instruction, the problem based learning, the project based learning, and the discovery learning (Glatthorn et al., 2018). It
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10SECOND LANGUAGE CURRICULLUM DEVELOPMENT could analysed that the introduction of learner focussed curriculum would help in increasing the engagement of the learners with the educators. It helps the learners to engage in efficient learning procedures (Razak et al., 2016). On the conventional teaching methods without the curriculum, the educators face significant difficulty with the learners because there is no proper structure of study for the learners (Guo, 2018). Learners require surrounding of both target requirements and learning requirements and are identifiable elements for student’s target situations of English. There is lack of requirements with respect to tripartite learners (Hassan & Selamat, 2017). It is role of syllabus in bridging the gap among needs and lacks. Employment purpose with respect to English, however more essential would be types of work which would be searched by them, their work experience from past,their development rate within the course and their knowledge about cultural norms. Holistic approach for analysis of needs must consider the culturalneedsofthelearnerandtheirspecificculturallycommitmentsforchildren, workforce hopes and social and economic realities (Hawkes & Nassaji, 2016). For ensuring intermediate’s entry level and locating needs of specific learner. From there, determination of proficiency levels can be done and key areas for grammar which needs special attention along with learning styles would be revealed (Javed, 2017). Previous non-language knowledge of the learner regarding culture of Australia, workforce and the rights of theirs at work could be revealed also along with their desires, dreams and hopes. In learner-centred,thenegotiatedcurriculumwhichidentifiesneedsoflearnersisnot preliminary step, however is ongoing concern which requires consistent monitoring (Knoch et al., 2015). The learner’s needs, especially with respect to employment evolve often during course. As result, dairy device is employed by this curriculum as formative assessment (Leki, 2017). As the reaction towards conventional procedures of writing anything, the new idea of diary was defined (Machell, Goodman & Kashdan, 2015). As it has been defined several
11SECOND LANGUAGE CURRICULLUM DEVELOPMENT researchers that the diary is a innovative approach of organising the thoughts and ideas of any individual, it helps the people with learning and developing efficiently (McCrocklin & Link, 2016). As per the new curriculum, the writing could be described as the procedure that needs not solely the ideas as well as thinking but efficient vocabulary, punctuation and the grammar for expressing these particular ideas (Köberich, 2016). It has been considered that effective writing is significantly complicated procedure as compared to the use of speech. For mastering writing, any writer requires to master all characteristics that are associated with it that includes rich vocabulary, efficient knowledge of grammar as well as mechanics of writing. As per the new curriculum, the main focus has been placed on the use of innovative methods of providing education to the learners and help them to gain employment (Davis, 2018). The diary could be considered as the often kept, frequently daily, records of any personal experiences as well as observations where the ongoing feelings, the thoughts as well astheideascouldbeeasilyexpressed(Mitchell,2015). Itcouldbeconsideredthat increasingly the diaries are presently being used for investigating the psychological, social as well as physiological processes in the situations of daily life in several academic, educational and the vocational settings (Oliver, Rochecouste & Nguyen, 2017). It could be analysed that the one most important feature of the diary methodology is that the examination of the reported events as well as the experiences could be easily done with the help of the details recorded in the diary (Schnitzspahn et al., 2016). It could also be considered that the diary consistsofnatural,spontaneouscontext,anditprovidestherequiredinformation complementary to what could be obtained by the use of the conventional designs of research. It could be considered that the diaries helps in reducing the probability of retrospection as there minimum elapsing of time among any experience and the recalling (Paatsch, Hutchison & Cloonan, 2019). In the new educating approach, it could be considered that the use of diary would help the educators to monitor the progress of the learners each week by carefully
12SECOND LANGUAGE CURRICULLUM DEVELOPMENT examining the development of the thought process of the learners (Bartlett & Milligan, 2015). There are several instances where the learners are not gaining the proper knowledge and they do not have any medium to convey this issue to the educators, but with the examination of the diary each week by the educators, the educators could obtain the required knowledge about the condition of the learners (Price, 2018). The learners increase their flow of conveying information to the educators with the help of diary as they could write down all their issues easily in the diary (Grimm, 2019). Diary which is collected by teacher at end of every week, works in several ways. Firstly, the aim of diary is encouraging the reflection of learner and writing among with personal ‘I’ for promoting autonomy of learner and in identifying formation (Johansson et al., 2015). Secondly, dairy acts as way in monitoring language proficiency and outcomes of the learner everyweek.Thirdlyandmostimportantfunctionisallowingcurriculum’songoing renegotiation along with desires and needs as expressed by learner in the dairy entries (Rispens & Demerouti, 2016). For instance, where desires are shown by learners for knowing more about particular language function or form, could be mentioned in the next week. If it becomes unnecessary or demotivating for learners from first lesson of every day, it could be joined with currently divided communicative lesson at the middle of the day. Situational Analysis In situation analysis, how content constraint and teacher would impact successful execution of curriculum is considered. Like several community based, language programs funded by the government would be delivered under class with huge population of student of almost 25. Only 10 computers are available and neither the school nor the learners have funds for purchasing textbooks for every learner. Motivation for learner for courses which actively meet the needs and target in equipping them with retaining and attaining employment skills is normally very high. As new graduated teacher, there is lack in skills for instructor of
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13SECOND LANGUAGE CURRICULLUM DEVELOPMENT seasoned language and experience and might struggle also with management of classroom. Volunteer’s reliance in assisting along with supervisor or mentor could be necessary. As there is schooling experience for the learners, the classroom management’s potential should be reduced in becoming an issue. Considering the analysis of needs and situation, wide goals could be formulated. Here results of analysis of needs must be hypothetical, however could be based on the literature review surrounding community for programs of employment. Learner’s first goal would be attaining employment. However, equipping learners having minimum functional language for entering workforce disservices learners in different ways is considered. Due to a range of goals that are ambitious that are identified, the cope of the course is large that some other language. The topics include all the topics that are include in the basic English language. The curriculum has been designed in such a way in order to enable units that are certain that are to be modified and dropped that is based on the need analysis that is ongoing. The learner factors play an important role in the situational analysis of the curriculum. The learners are very important and the curriculums are made for them so that they can learn the English language well as it will be required in every phase of their study. The teacher factors are also an important part of the situational analysis. The teachers play an important role in the curriculum, as they will teach the students through the curriculum. They need to understand the curriculum well in order to teach the students. The curriculum consists of all the procedures that are required for the students to learn the English language well. The teacher should be good and not boring so that the students are interested to do the class and learn the language well. The teacher factor is an important factor in the development of the curriculum and the situation analysis. The teacher should take interactive
14SECOND LANGUAGE CURRICULLUM DEVELOPMENT sessions in the class and not boring lectures so that the students interact with the other students and their skills of speaking is enhanced. The teacher also should give them some random topics and as the students to write about the topic. It will enhance their writing skills as well as their grammars. The cultural considerations come into account in the situation analysis. Every student irrespective of his or her culture should be taught the language. They have the right to study the English language. Like everyone, the curriculum is also made for him or her. The schools should allow cross culture students to speak and write English The theories that are underlying the design of this program for the group of learners is study, grow and repeat. They should follow this theory, then they will learn the English language well. The curriculum is good enough for this group of learners to learn the language. The program is defined systematically from lower level to upper level from easy to difficulty level, from beginner to tough. The theories are based on the ESL or EFL teaching program. The learners should learn the language well with the help of the teachers and the learning program that are being developed for them. The curriculum is designed to go beyond the other courses of language. The selection, adaptation,and the integration of the syllabus that are important and the approaches of teaching work together with the assessment and the content of the course in order to provide the learners with a program that is holistic and that is centred on the desires and the needs.
15SECOND LANGUAGE CURRICULLUM DEVELOPMENT Conclusion The report concludes with the rationale of the learning program that is being developed. The report also discusses about designing of the curriculum for the school students. The name of the curriculum is study, grow, and repeat. The area of development of curriculum is a set of procedures that are related to each other and focuses on the designing, revising, implementation and evaluation of the programs of the languages. A kind of curriculum for the purposes that are particular, the courses aims at preparing the learners in order to access the workforce that have a number of features that are distinctive and there are some considerations that should be taken into description in procedure of developing the language. Study, Grow, Repeat is a curriculum that is designed in order to teach the students not only the English language but also the knowledge of the world and the ideas that are needed to survive in the school. The report focuses on the learners or the students that will be targeted for the curriculum that will be designed. For mastering writing, any writer requires to master all characteristics that are associated with it that includes rich vocabulary, efficient knowledge of grammar as well as mechanics of writing. As per the new curriculum, the main focus has been placed on the use of innovative methods of providing education to the learners and help them to gain employment.The report has a detailed description about the teaching program of the curriculum and lastly the report discusses about the rationale of the program that will be designed.
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16SECOND LANGUAGE CURRICULLUM DEVELOPMENT References Al Badi, I. A. H. (2015). Academic writing difficulties of ESL learners. InThe 2015 WEI International Academic Conference Proceedings(Vol. 1, No. 1, pp. 65-78). Bartlett, R., & Milligan, C. (2015).What is diary method?. Bloomsbury Publishing. Carnero, A. (2017). ESL Students’ Awareness of Plagiarism Avoidance. Chen, X., Goodson, P., & Acosta, S. (2015). Blending health literacy with an English as a secondlanguagecurriculum:Asystematicliteraturereview.JournalofHealth Communication,20(sup2), 101-111. Davis, S. (2018).Investigating how different motives for goal pursuit predicts rumination about those goals using a diary design(Doctoral dissertation, University of Exeter). Durán, L. (2016). Revisiting family message journals: Audience and biliteracy development in a first-grade ESL classroom.Language Arts,93(5), 354. Fan, J. (2019). Chinese ESL Learners' Perceptions of English Language Teaching and Learning in Australia.English Language Teaching,12(7), 139-152. Fleming, D. (2019). Talking Back to Second Language Education Curriculum Control. InInternationalizing Curriculum Studies(pp. 69-82). Palgrave Macmillan, Cham. Glatthorn, A. A., Boschee, F., Whitehead, B. M., & Boschee, B. F. (2018).Curriculum leadership: Strategies for development and implementation. SAGE publications. Grimm, K. J. (2019). Review of Intensive Longitudinal Methods: An Introduction to Diary and Experience Sampling Research. Guo, T. (2018, March). Evaluating Genre-based Teaching Approach in ESL Writing Class withDeBeaugrandeandDressler’sTheoriesonTextLinguistics.In2nd
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18SECOND LANGUAGE CURRICULLUM DEVELOPMENT McCrocklin, S., & Link, S. (2016). Accent, identity, and a fear of loss? ESL students’ perspectives.Canadian Modern Language Review,72(1), 122-148. Mitchell, J. D. (2015). Co-Curriculum and ESL Student Success: A Case Study in an Intensive English Language Program.PSU McNair Scholars Online Journal,9(1), 6. Oliver,R.,Rochecouste,J.,&Nguyen,B.(2017).ESLinAustralia-achequered history.TESOL in Context,26(1), 7. Paatsch, L., Hutchison, K., & Cloonan, A. (2019). Literature in the Australian English curriculum: Victorian primary school teachers' practices, challenges and preparedness to teach.Australian Journal of Teacher Education (Online),44(3), 61. Price, M. H. (2018).The development of the secondary curriculum. Routledge. Razak, R. A., Kaur, D., Halili, S. H., & Ramlan, Z. (2016). Flipped ESL teacher professional development:Embracingchangetoremainrelevant.TeachingEnglishwith Technology,16(3), 85-102. Rispens, S., & Demerouti, E. (2016). Conflict at work, negative emotions, and performance: A diary study.Negotiation and Conflict Management Research,9(2), 103-119. Schnitzspahn, K. M., Scholz, U., Ballhausen, N., Hering, A., Ihle, A., Lagner, P., & Kliegel, M. (2016). Age differences in prospective memory for everyday life intentions: A diary approach.Memory,24(4), 444-454. Widodo, H. P. (2016). Languagepolicyin practice:ReframingtheEnglishlanguage curriculumintheIndonesiansecondaryeducationsector.InEnglishlanguage education policy in Asia(pp. 127-151). Springer, Cham.