ERIC Number: ED257085
Record Type: RIE
Publication Date: 1982
Reference Count: 0
Planning English Language Curriculum: An E.S.P. Approach.
Tiwari, N. P.
In designing a course for teaching English as a second language, it is imperative for a curriculum planner to know the present academic attainment and the desired level of performance of the students at the end of the course. The curriculum planner must take sociological, linguistic, psychological and pedagogical factors into consideration. The cyclic nature of teaching can be described as expansion, reinforcement, consolidation, and expansion, with new things taught becoming prerequisites to additional new knowledge. There has been a movement away from the grammatic syllabus toward the functional syllabus, which gives more attention to the communication needs of the learner. English for Special Purposes (ESP) courses need to be designed to encourage development of the desired language skills and language abilities, which include enabling people to meet their social language needs and enabling them to function within a foreign environment. After communicative needs are assessed, a formulation of objectives, the selection and organization of content, implementation, and evaluation must follow. In deciding upon a target level for the achievement of students upon completion of the course, data could be gathered through job surveys and the experience of practicing teachers. To make an assessment of the beginning progress level, one must administer diagnostic tests or know the target level of the preceding course. Teachers should monitor the students' progress intermittently and modify their teaching on the basis of feedback obtained. The final board examination will measure student achievement. (EL)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A