Scope and Sequence and Course Design for An ESL Program  

Oleh:

Stribling, Parrill ; Thurston, Juanita

Jenis: Article from Bulletin/Magazine
Dalam koleksi: ENGLISH TEACHING FORUM (http://exchanges.state.gov/englishteaching/forum/archives.html) vol. 31 no. 4 (Okt. 1993), page 30-35.
Topik: DESIGN; scope; sequence; course design
Fulltext: Scope and Sequence and Course Design for an ESL Program.pdf (293.21KB)

Ketersediaan

Perpustakaan Pusat (Semanggi) Nomor Panggil: EE34.7 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

Lihat Detail Induk

Isi artikel

Overseas, American - curriculum schools typically serve a small but culturally and linguistically diverse clientele. Using English as the principal language of instruction, students from many different languages and countries are expected to function competitively in mainstream classes as soon as possible. As a result, it is important that the English as a Second Language (ESL) program meet not only the basic interpersonal communicative needs of the students but their cognitive academic language needs as well. However, creating and implementing an ESL program that can meet these needs in as short a time as possible while remaining consistent with current knowledge and methods on second - language acquisition has proven to be no easy task. After nearly a year of brainstorming, reading, and consultations with our faculty, administration, and another international school in our region, we developed a program at Lincoln School, Kathmandu, Nepal, that is working. Lincoln School is a private, overseas American - curriculum - based school. Two hundred fifty students from 36 different countries are enrolled in grades kindergarten through twelve (K - 12). Approximately 80 % of the students speak English as a second, third, or fourth language. Lincoln is the only international K - 12 school in Nepal; it accepts students with little or no English proficiency up through 10th grade. However, because all subjects except foreign languages are taught in English, students must learn to function in this language both socially and academically as quickly as possible. When we examined our department’s program, we found it badly needed direction and continuity. It also needed to be integrated with the mainstream academic requirements the students faced. We felt an ESL scope and sequence would insure consistency and continuity as students moved from elementary to middle school or from middle school to high school, and as our faculty changed over the years. We wanted more flexibility so that a variety of students’ needs could be accommodated. We also wanted better testing instruments to help establish entrance and exit criteria, and to assist in evaluating students’ progress.

Opini Anda

Klik untuk menuliskan opini Anda tentang koleksi ini!

Kembali