Functional Competencies in the U.S. Refugee Program: Theoretical and Practical Problems  

Oleh:

Tollefson, James W.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: TESOL Quarterly (Full Text; vol 1-16 ada di JSTOR) vol. 20 no. 4 (Dec. 1986), page 649-664.
Fulltext: vol 20 no.4 pp.649-664.pdf (524.58KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/TES/20 Non-tandon: tidak ada Tandon: 1

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Isi artikel

In the past decade, the functional, competency-based approach has come to dominate ESL curriculum development. Though the approach is widely praised, some ESL specialists have recently criticized competency-based "'survival ESL." This article examines theoretical and practical deficiencies in how curricular objectives are selected for the functional approach, the central role of values in functional curricula, and limitations in validating tests of functional competence. It is argued that these problems seriously undermine efforts to evaluate the effectiveness of ESL programs using functional curricula. These issues are illustrated through an analysis of the functional curricula of the U.S. Refugee Processing Centers, the largest survival ESL program ever created to prepare immigrants for resettlement in America.

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