Curriculum design from theory to practice: preparing Japanese students to study abroad using content‐based language teaching

2020 ◽  
Author(s):  
Lisa R. Miller ◽  
Kimberly Klassen ◽  
Jacques W. Hardy
Keyword(s):  
Study Abroad ◽  
Curriculum Design ◽  
Language Teaching ◽  
Japanese Students ◽  
Theory To Practice

Acquiring variable commands at home and abroad: Examining optatives and imperatives in L1 and L2 Spanish

2020 ◽  
Vol 13 (1) ◽  
pp. 79-113
Author(s):  
Farrah Neumann ◽  
Matthew Kanwit
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Study Abroad ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Future Research ◽  
Control Group ◽  
Before And After ◽  
The Individual ◽  
At Home

AbstractSince many linguistic structures are variable (i. e. conveyed by multiple forms), building a second-language grammar critically involves developing sociolinguistic competence (Canale and Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1(1). 1–47), including knowledge of contexts in which to use one form over another (Bayley and Langman. 2004. Variation in the group and the individual: Evidence from second language acquisition. International Review of Applied Linguistics in Language Teaching 42(4). 303–318). Consequently, researchers interested in such competence have increasingly analyzed the study-abroad context to gauge learners’ ability to approximate local norms following a stay abroad, due to the quality and quantity of input to which learners may gain access (Lafford. 2006. The effects of study abroad vs. classroom contexts on Spanish SLA: Old assumptions, new insights and future research directions. In Carol Klee & Timothy Face (eds.), Selected proceedings of the 7th conference on the acquisition of Spanish and Portuguese as first and second languages, 1–25. Somerville, MA: Cascadilla Proceedings Project). Nevertheless, the present study is the first to examine native or learner variation between imperative (e. g. ven ‘come’) and optative Spanish commands (e. g. que vengas ‘come’). We first performed a corpus analysis to determine the linguistic factors to manipulate in a contextualized task, which elicited commands from learners before and after four weeks abroad in Alcalá de Henares, Spain. Their overall rates of selection and predictive factors were compared to local native speakers (NSs) and a control group of at-home learners.Results revealed that the abroad learners more closely approached NS rates of selection following the stay abroad. Nonetheless, for both learner groups conditioning by independent variables only partially approximated the NS system, which was more complex than previously suggested.

scholarly journals Factors Affecting the Implementation of Communicative Language Teaching in Taiwanese College English Classes

2011 ◽  
Vol 4 (2) ◽  
pp. 3 ◽  
Author(s):  
Ming Chang ◽  
Jaya S. Goswami
Keyword(s):  
Curriculum Design ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Local Context ◽  
Policy And Practice ◽  
Factors Affecting ◽  
College English ◽  
English Classes ◽  
Asian Pacific ◽  
Situational Constraints

Foreign language teaching in many Asian-Pacific countries in recent decades has shifted toward communicative-focused instruction. However, researchers have reported a gap between policy and practice. To incorporate teachers’ voices in adopting the communicative approach in the curriculum, this study explores factors that promote or hinder EFL teachers’ implementation of Communicative Language Teaching (CLT) in Taiwanese college English classes. The findings indicated that the factors that impacted implementation of CLT related to teachers, students, the educational system, and suitability of CLT in the local context. Also, certain situational constraints were found to hinder the implementation of CTL. The article provides practical recommendations for teachers, educators, and policy makers to further improve teacher training, curriculum design, and situational constraints to ensure success in implementing the CLT approach.

Workforce Diversity Curriculum Design Considerations for Diversity Certificates and Study Abroad Experiences

2016 ◽  
pp. 117-139
Author(s):  
Atoya Sims
Keyword(s):  
Study Abroad ◽  
Curriculum Design ◽  
Cultural Awareness ◽  
Interpersonal Skills ◽  
The United States ◽  
Workforce Diversity ◽  
Workplace Diversity ◽  
Social Differences ◽  
Design Considerations ◽  
Diversity Curriculum

Diversity is quickly increasing in the United States, which means the demographics of today's workforce are changing. Also, many companies are going global so there is a need for better cultural awareness and understanding. With the changes in the workforce comes the need for better interpersonal skills, knowledge, and cultural awareness for those who work with diverse individuals as well as those who manage diversity initiatives. Studies show that not only is there a need for better workforce diversity curriculum in higher education, but also for workplace diversity certificates. In addition, studies show the need for better design of study abroad experiences to help with cultural and social differences. This study examines diversity trends in various disciplines, as well as reviews workforce diversity-related courses and study abroad experiences. Based upon conclusions, suggestions are offered for designing curriculum for workforce diversity certificates and for designing study abroad experiences.

scholarly journals ‘Humanistic Approaches’ to Language Teaching: from Theory to Practice

2013 ◽  
Vol 4 ◽  
pp. 77-110
Author(s):  
Mehjabeen Rahman
Keyword(s):  
Language Teaching ◽  
Theory To Practice

DOI: http://dx.doi.org/10.3329/sje.v4i0.13491 Stamford Journal of English Vol.4 2008 pp.77-110

scholarly journals Emerging values and implications for consumer decision-making: China’s study abroad students

2020 ◽  
Author(s):  
◽  
Robert Hayward
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Middle Class ◽  
Study Abroad ◽  
Curriculum Design ◽  
Cultural Awareness ◽  
Chinese Culture ◽  
Decision Making Process ◽  
Cultural Shift ◽  
Research Instrument

From the initial catalyst of the cultural awareness trip the researcher was a part of and the subsequent observations made during further business trips to China questions arose around the validity of the established culture literature in contemporary China and how Chinese culture impacts on the decision of where to study abroad. The overarching aim of this research programme is to develop and test a conceptual framework that could help better understand the decision making process of Chinese students applying to study at a university in the United Kingdom. The intension is to identify differences and similarities in decision making in relation to the established cultural norms and if there are significant subcultures geographically across China. A digital card sort was deployed that consisted of 75 variables, from which participants were asked to firstly identify which variables were part of their decision making process. Those that were part of the process were then ordered into three levels of significance – contributed to, were important and were essential. The results having a confidence level of 95%, the following variables are considered as essential:  I wanted to study overseas.  I want an international career.  I wanted to study in English (language).  I wanted to advance / boost my career prospects.  I can achieve a world-recognised qualification.  By studying overseas, I will be able to make my own decisions. Further analysis and discussion determined that:  A middle class exists in China, but is based on social capital.  A cultural shift has been detected in the younger generation moving towards a more individualistic view of life.  There are differences between genders in the decision making process.  There are differences in exposure to international trade and global brands across China and this influences which variables are considered to be more significant within the decision making process.  There is a need for a differentiated marketing message to be developed by organisations for optimal market penetration. The thesis therefore makes several contributions to both knowledge and to practice. Contributions to knowledge include:  Recognising the premise on which the Chinese middle class is formed.  Demonstrating a cultural shift in the millennial generation, moving towards a more individualist view of life.  Identifying gender differences in the decision making process.  Identifying how geographic location influences the significance of different decision making variables.  Creation of a research instrument that enables cultural values to recognised in the decision making process. Contributions to practice include:  The deeper understanding of the concept of middle class in China will assist organisations in their strategic marketing planning activities, as well as informing them on the focus of targeting communication processes.  By having a new understanding of how millennial Chinese are moving towards a more individualistic life style, when compared to previous Chinese generations organisations will be able to develop products and services that are more aligned to this market segment.  Higher education institutions will be better informed regarding curriculum design and the importance of including cultural experience within the overall student experience package. Further research projects have been identified that will enhance the findings from this thesis and make further contributions to knowledge and practice:  To extend the data collection from a mainly business base to encompass more subject disciplines such as computing, engineering, medicine.  To adapt the context of the decision from higher education to other major purchases such as housing and travel.  The research instrument can be repeated to establish a multi-generational perspective of Chinese decision making, degrees of power within the family context and further explore differences in gender.  A more complete geographical picture could be developed, not just of China, but to include more collectivist societies around the world including Japan and India.

scholarly journals Teaching inequality in Brazil: A study abroad exploration of race, class, gender, sexuality, and geography

2022 ◽  
Vol 6 (1) ◽  
pp. 13-29
Author(s):  
Edvan P. Brito ◽  
Anthony Barnum
Keyword(s):  
Experiential Learning ◽  
Critical Pedagogy ◽  
Study Abroad ◽  
Student Teachers ◽  
Lived Experience ◽  
Learning Environments ◽  
Gender And Sexuality ◽  
Community Members ◽  
Theory To Practice

This paper presents and analyzes a case study of a five-week study abroad course called Inequality in Brazil: An exploration of race, class, gender, sexuality, and geography. The course was constructed to teach social inequality in the context of Brazil by using place-based and experiential learning within the framework of critical pedagogy (Freire, 1989). By examining inequality through the lens of culture and geography, students were empowered to become student-teachers in their explorations of race, class, gender, and sexuality as they linked theory to practice and lived experience. This paper provides an example of how study abroad can be used to teach about issues of inequality by partnering with community members to build learning environments where students and community members can all benefit.

scholarly journals From Context to Curriculum: A Case Study of Communicative Language Teaching in China

2002 ◽  
Vol 19 (2) ◽  
pp. 67 ◽  
Author(s):  
Guangyong Sun ◽  
Liying Cheng
Keyword(s):  
Curriculum Development ◽  
Curriculum Design ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Teaching Methodology ◽  
Teaching Program ◽  
Preliminary Stage

This article discusses the implementation of communicative language teaching methodology in the EFL context in one institution in China. The context and curriculum development of the English teaching program at Private Pui Ching Commercial College is used here as a case study. The article suggests that a preliminary stage of context-based communicative curriculum development is necessary. Such a preliminary stage aims to investigate first the context of an English language teaching program, and then the process of adapting the program to its context for implementation. A framework for such a context investigation is proposed. Three key questions regarding the integration of the context study into curriculum design are also discussed.

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