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‘In reality it’s almost impossible’ CLT-oriented curriculum change

‘In reality it’s almost impossible’ CLT-oriented curriculum change

 Humphries, Simon.
 2015.
 p. 239-248. Oxford University Press. English ISSN: 09510893
Ngôn ngữLearning opportunitiesSyllabus designUse english.Teaching English.
Tác giả CN Humphries, Simon.
Nhan đề ‘In reality it’s almost impossible’: CLT-oriented curriculum change / Simon Humphries and Anne Burns.
Thông tin xuất bản 2015.
Mô tả vật lý p. 239-248.
Tùng thư Oxford University Press.
Tóm tắt Curriculum innovation is challenging and, as several commentators have reported, moves to introduce communicative language teaching in many contexts internationally have resulted in mixed outcomes, or even failure. In an effort to shed some light on this complex problem, this article focuses on curriculum change through the introduction of new communicative textbooks in an engineering college (kosen) in Japan. First, three key factors that inhibit change are considered and then other factors that specifically hindered change in the kosen environment are identified. A study investigating the attitudes and classroom practices of four Japanese teachers of English highlighted a culture of pedagogical uncertainty and lack of professional support. Suggestions for supporting teachers to implement curriculum change more effectively, both in Japan and elsewhere, are drawn out.
Thuật ngữ chủ đề Ngôn ngữ-Giảng dạy-Học tập-Tiếng Anh-TVĐHHN
Từ khóa tự do Learning opportunities
Từ khóa tự do Syllabus design
Từ khóa tự do Use english.
Từ khóa tự do Teaching English.
Tác giả(bs) CN Burns, Anne.
Nguồn trích ELT journal.- 2015, Vol. 69, No. 3.
MARC
Hiển thị đầy đủ trường & trường con
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490[ ] |a Oxford University Press.
520[ ] |a Curriculum innovation is challenging and, as several commentators have reported, moves to introduce communicative language teaching in many contexts internationally have resulted in mixed outcomes, or even failure. In an effort to shed some light on this complex problem, this article focuses on curriculum change through the introduction of new communicative textbooks in an engineering college (kosen) in Japan. First, three key factors that inhibit change are considered and then other factors that specifically hindered change in the kosen environment are identified. A study investigating the attitudes and classroom practices of four Japanese teachers of English highlighted a culture of pedagogical uncertainty and lack of professional support. Suggestions for supporting teachers to implement curriculum change more effectively, both in Japan and elsewhere, are drawn out.
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653[0 ] |a Learning opportunities
653[0 ] |a Syllabus design
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