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El. knyga: Curriculum Development for Intensive English Programs: A Contextualized Framework for Language Program Design and Implementation

, , (Brigham Young University, USA),
  • Formatas: 262 pages
  • Išleidimo metai: 27-Dec-2022
  • Leidėjas: Routledge
  • Kalba: eng
  • ISBN-13: 9781000788020
Kitos knygos pagal šią temą:
Curriculum Development for Intensive English Programs: A Contextualized Framework for Language Program Design and ImplementationDidesnis paveikslėlis
  • Formatas: 262 pages
  • Išleidimo metai: 27-Dec-2022
  • Leidėjas: Routledge
  • Kalba: eng
  • ISBN-13: 9781000788020
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This book provides a comprehensive, contextualized approach to curriculum creation, design, development, and evaluation for Intensive English Programs. The book starts by guiding the reader through the important but often overlooked steps of contextualizing their current or future language curriculum to give decision makers the full picture of what their curriculum is intended to accomplish. Subsequent chapters break down the popular ADDIE (Analyze, Design, Develop, Implement, and Evaluate) model of curricular design into meaningful units focused on learner and context analysis, learning outcomes, assessments, materials, and implementation and evaluation processes. Accessible and engaging chapters include a variety of prompts, activities, and summaries to support learning and implementation.

With instruction on how to build a language curriculum from scratch and insights for changing or improving an existing curriculum, this book is a key resource for instructors and program administrators in language programs as well as essential reading in TESOL methods and language curriculum design courses.

Recenzijos

"This is a very timely book. This book lays out the ADDIE process for curriculum construction and likens it to building a solid house in a very principled approach backed by solid examples and time-proven steps. It also recognizes and accounts for a variety of settings for the multi-faceted types of English for Specific Purposes that more and more IEPs have needed to adapt to. This book will be a great introduction to graduate students and an even better refresher for experienced language school administrators."

--Gordon Clark, Director and Assistant Dean, Intensive English Language Institute, International Affairs, University of North Texas, USA

1 A Metaphor for Curriculum and Curricular Design
1(17)
Introduction
1(1)
House-Building Metaphor
2(2)
A Contextualized Approach
4(1)
A Principled Approach
5(3)
Curricular Level: Program, Course, Class
8(3)
Curricular Components
11(1)
Putting It All Together
12(6)
2 Defining Curriculum
18(17)
Introduction
18(1)
Curriculum
19(2)
Governing Documents and the Essential Curriculum
21(5)
Envisioning the Essential Curriculum
26(2)
Variations in Curriculum
28(1)
Locus of Curricular Control
29(6)
3 Context and Contextual Analysis
35(24)
Introduction
35(1)
Context
36(5)
Contextual Analysis
41(11)
Methods for Contextual Analysis
52(1)
Articulating Your Assumptions
53(6)
4 Governing Documents: Mission, Goals, and Objectives
59(20)
Introduction
59(1)
Mission Statements
59(6)
Program Outcomes
65(2)
Course Goals
67(6)
Class Objectives
73(2)
Guiding Principles: Stability, Responsiveness, and Cohesion
75(4)
5 Learner Analysis
79(22)
Introduction
79(1)
Learners in the House Metaphor
80(2)
Learner Analysis
82(4)
Needs Analysis
86(6)
Resources for Conducting a Learner Analysis
92(2)
Using a Learner Analysis to Solve Programmatic Problems
94(2)
Evaluating the Learner Analysis
96(5)
6 Contextual Synthesis
101(26)
Introduction
101(1)
Contextual Synthesis
102(3)
Sample Contextual Syntheses
105(13)
Planning a Contextual Synthesis
118(3)
Addressing Challenges Identified in the Contextual Synthesis
121(6)
7 Learning Outcomes: Design, Develop, and Implement
127(26)
Introduction
127(2)
The House Metaphor
129(1)
From Contextual Synthesis to Learning Outcomes
129(1)
Learning Outcomes for Virtual, Hybrid, and Distant Learning
130(1)
Learning Outcomes
130(2)
Designing Program Learning Outcomes
132(6)
Developing Program Learning Outcomes
138(5)
Implementing Program Learning Outcomes
143(1)
Designing Course Learning Outcomes
144(3)
Developing and Implementing Course Learning Outcomes
147(2)
Developing and Implementing Class Learning Outcomes
149(1)
Overall Implementation
150(3)
8 Assessment and Feedback: Design, Develop, and Implement
153(21)
Introduction
153(1)
The House Metaphor
153(1)
The Nature of Assessment
154(1)
Tests
154(7)
Tests and Assessments: The Program Level
161(1)
Designing, Developing, and Implementing Tests and Assessments
162(8)
Additional Considerations
170(4)
9 Learning Experiences: Design, Develop, and Implement
174(23)
Introduction
174(1)
Building a House
175(1)
Learning Experiences: Design, Develop, and Implement
175(22)
10 Program-Wide Implementation
197(26)
Introduction
197(1)
Building a House
198(2)
Building Facilitator Competency
200(4)
Building Learner Competency
204(2)
Delivery of the Product
206(1)
Strategic Implementation
207(9)
Understanding Personal Strengths and Weakness as an Implementer
216(7)
11 Evaluation of Process and Product
223(29)
Introduction
223(1)
Building a House
224(1)
What Is Evaluation?
225(4)
Evaluating the Product
229(7)
Evaluating the Process
236(5)
Process of Evaluation
241(11)
Index 252
Grant Eckstein is Associate Professor of Linguistics and an academic coordinator at the English Language Center at Brigham Young University, USA.

Norman W. Evans is Professor of Linguistics and former director of the English Language Center at Brigham Young University, USA.

K. James Hartshorn is Assistant Professor of Linguistic at Brigham Young University, USA.

Benjamin L. McMurry is Administrative Coordinator of the English Language Center at Brigham Young University, USA.
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