ISSN:0039-8322    

DOI:10.1002/j.1545-7249.1989.tb01029.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

This article presents a rationale for the development of a collaborative approach between teachers and curriculum specialists to language curriculum design. The adoption of such an approach within the Australian Adult Migrant Education Program (AMEP) is described, as is the National Curriculum Project, setup within the AMEP to realize the ideals of a collaborative approach.

ISSN:0039-8322    

DOI:10.2307/3587505

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

Language teacher education has become fragmented; too often, its efforts focus on ancillary areas such as applied linguistics, methodology, or language acquisition while overlooking the core—teaching itself. Emphasis on these areas, although it may create a pedagogical foundation for the teacher‐in‐preparation, skirts the central issue of learning to teach. This article refocuses language teacher education on teaching itself by proposing two schemata: (a) a descriptive model that defines teaching as a decision‐making process based on the categories of know‐ledge, skills, attitude, and awareness and (b) a related framework of two educating strategies—training and development—to t

ISSN:0039-8322    

DOI:10.2307/3587506

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

Hispanic adults represent a significant proportion of the low‐literate population in the United States and are thus a group of great potential concern to educators. Attempts to increase the English literacy levels of this group are limited by lack of empirical data regarding variables that affect Hispanics' participation in educational programs. The purpose of the study reported in this article was to gather information about barriers to participation in ESL programs for these adults. Data were obtained from 200 Hispanic ESL students with the Deterrents to Participation Scale—Form LLS (adapted from Hayes&Darkenwald, 1988). Four orthogonal factors were identified through principal components analysis of the data: Self/School Incongruence, Low Self‐Confidence, Lack of Access to Classes, and Situational Constraints. Through disjoint cluster analysis, five types of low‐literate Hispanic adults were identified according to their scores on the four deterrent factors. These findings provide information that can be used as the basis for developing strategies and programs to meet the ESL needs of specific subgroups of the adult Hispanic pop

ISSN:0039-8322    

DOI:10.2307/3587507

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

ESL placement testing is commonly conducted at the beginning of students' studies to determine which level of study would be most appropriate. However, serious mismatches can occur between ESL placement results and the actual progress made by students between levels. The present study was conducted at the University of Hawaii to develop a placement test that would match the curriculum for ESL reading. The usual placement procedures were conducted (N= 194), using a well‐established instrument to test reading comprehension. The 61 students who placed into our reading course were then retested using the same instrument at the end of the 15‐week term. The results were analyzed using classical norm‐referenced and criterion‐referenced item analyses statistics. When the results of the norm‐referenced analyses (item facility and discrimination indexes) were combined with those of the criterion‐referenced analyses (particularly the difference index), serious mismatches between the testing procedures and our ESL program were revealed. The combined information from both sets of analyses was used to revise the placement test and to improve the match between the test and our specific read

ISSN:0039-8322    

DOI:10.2307/3587508

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

Focusing on point of view in literature enlarges students' vision and fosters critical thinking by dramatizing the various ways a situation can be seen. This is especially valuable in international classes, wherein students from traditional education systems are often unfamiliar with critical ways of reading, questioning, and analyzing texts. Short stories told from a single, limited point of view or through the eyes of one character make excellent vehicles for demonstrating the extent to which limited knowledge or an emotional stake in the events colors a character's vision. As students respond to stories and analyze their impressions, they see how their information was filtered through a point of view and limited by it; furthermore, they begin to see how their own experiences, cultures, or values affect their views. Once students see how point of view and sympathy can be manipulated in a story, they are assigned writing tasks requiring them to shift points of view in a given story or in a story of their own. They must speak with different voices, see with different eyes, which fosters more flexible reading, writing, and thinking. Moreover, contact with literature stimulates more imaginative student writing, and with it an increase of significant detail and appropriate figurative language.

ISSN:0039-8322    

DOI:10.2307/3587509

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

This article argues the position that classroom language models must be based on authentic native‐speaker/native‐speaker discourse. The argument is supported with a quantitative distributional analysis of the language of one doctor‐patient interaction and examples from three others. The topics, utterance functions, and structures are quantified, and their distribution is examined to show that simulated excerpts may serve to mislead students about the nature of everyday interactions. The implications of this study are discussed in terms of a need for collection of more authentic data, distributional analysis of forms and functions of conversation, and the implementation of a “discourse behavior” syllabus for survival English, in which syllabus items are determined by the needs of a participant in a given con

ISSN:0039-8322    

DOI:10.2307/3587510

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

Recent Publications on Statistics, Language Testing and Quantitative Research Methods: IUnderstanding Research in Second Language Learning: A Teacher's Guide to Statistics and Research Design: James Dean Brown.Statistics in Linguistics: Christopher Butler.A Guide to Language Testing: Development, Evaluation, Research: Grant Henning.Statistics in Language Studies: Anthony Woods, Paul Fletcher, and Arthur Hughes.

ISSN:0039-8322    

DOI:10.2307/3587511

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3587512

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3587513

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY