Language Curriculum Research Articles

‘Overcoming the fear’: the story of the Irish language in a programme promoting diversity in the primary teaching profession

ABSTRACT Maynooth University’s Level 6 Think About Teaching Foundation Certificate (Foundation Cert) is a central part of a widening participation project (Turn to Teaching) which provides preparation for, and pathways into, initial teacher education (ITE). A key dimension of the Foundation Cert has been the development of an alternative Irish language curriculum which provides support and equivalence to Leaving Certificate Irish for entry to primary ITE. Drawing on the experiences of students and staff gleaned from open ended focus groups and biographical interviews, we, as members of a community of Higher Education staff, offer, as part of the project's cycle of evaluative research, a reflexive account and analysis on the diverse outcomes, issues and aspirations emerging from the on-going development of this innovative Irish language curriculum. We also draw on the project’s quantitative data on recruitment and retention to highlight the most visible signs of the Irish language programme’s efficacy. It is clear from both qualitative and quantitative data that the programme’s communicative and critically reflexive approach to Irish language teaching and learning plays a pivotal role in transforming many students’ relationships with the language.

What puzzles L2 learners about German grammar? Using practitioner research to explore threshold concepts in language curricula

Taking the perspective of a language program director (LPD), this practitioner research (PR) study describes how analysis of learners’ reflections written for an advanced undergraduate German course in the United States helped an LPD see how students had experienced learning grammar in lower-level instruction. The study analyses a semester-long project based on the PR framework of exploratory practice (EP), in which students ( n = 30) pursued individual questions (‘puzzles’) about German grammar that would be most meaningful to them in their language learning journey. Initial analysis of the students’ questions revealed a general preference among learners to investigate grammar topics previously covered in the lower-division curriculum. In-depth case studies, focused on two learners’ experiences with EP, show how the project allowed students to investigate their grammar puzzles using resources across the entire curriculum, including dialoguing with teachers and students in other courses. The study looks to threshold concept theory to theorize students’ learning experiences vis-à-vis L2 grammar (specifically inflectional morphology, i.e. case markings) and argues that the flexibility of the EP framework and its core tenets of working towards understanding and involving others supported the LPD in seeing how learners understood and felt about German grammar and grammar instruction across the larger curriculum.

Mindfulness in the English Language Classroom: Student Perceptions of Positive Psychology Curriculum Interventions

Mindfulness has received increased attention recently in educational contexts as a tool helping students mitigate negative emotions, enhance resilience, reduce classroom anxiety, and improve academic performance. Although interventions that teach mindfulness principles have flourished in elementary school and university contexts, limited research has investigated the effects of interventions in educational contexts for English language learning. This study investigates student perceptions of the effectiveness of mindfulness interventions in an intensive English program for non-matriculated university students where teachers taught a 65-minute mindfulness lesson once a week for 13 weeks in addition to their normal English language curriculum. Six teachers and 107 English language learners participated. Teachers were given the flexibility to decide how best to incorporate the mindfulness interventions into their lessons. Survey and focus group data were collected. The qualitative comments were analyzed following a phenomenological approach to understand how students perceived their individual learning experiences. Students’ overall reaction to the mindfulness interventions was positive; they highlighted benefits to both their emotional toolbox and their classroom experience. Implications of this research incorporating mindfulness instruction into the ESL classroom are also included.

이해중심 교육과정에 기반한 호주 자국어 교육과정 문학 영역의 교육 내용 분석

Objectives This study aims to identify the advantages and limitations that may arise when the Understanding by Design (UbD) framework is fully implemented in the literature domain of the Korean language curriculum by analyzing the educational content of the literature domain in the Australian national language curriculum based on the UbD framework. Methods For this purpose, I selected educational content combined with performance verbs related to understanding (explanation, interpretation, application, perspective, empathy, self-knowledge) provided by the UbD framework from the literature domain of the Australian national language curriculum (version 9.0). The selected content was then analyzed according to sub-domains of literature and types of understanding. Results In terms of sub-domains, cognitive activities were distributed as educational content, focusing on the exploration of literature represented in socio-cultural and historical contexts (<Literature and Context>), engagement and response to literature (<Engaging with and Responding to Literature>), multifaceted exploration of literary forms (<Examining Literature>), and the transfer of literary knowledge (<Creating Literature>). Regarding types of understanding, the content was designed to ‘explain’ the reasons and methods of appreciating literature, ‘interpret’ by attributing value to understanding literature, ‘apply’ literary knowledge appropriately in new contexts, form ‘perspectives’ by relationally expanding and refining understanding of literature, and develop ‘self-knowledge’ by reflecting on personal understanding of literature. Conclusions The advantage of this approach is that it allows for a meta-understanding of literature by using literature phenomena as the organizing principle of literature education content and promotes the formation of a knowledge repertoire for transfer based on conditional knowledge. However, a limitation is that literature education activities tend to be biased towards the generalization of knowledge.

BOOK REVIEW: TEACHING WORLD LANGUAGES WITH THE FIVE SENSES, PRACTICAL STRATEGIES AND IDEAS FOR HANDS-ON LEARNING

This book review discusses Elizabeth's journey as a mother and teacher who combined her personal and professional experiences to design a language teaching method that engages the five senses. The book “Teaching World Languages with the Five Senses, Practical Strategies and Ideas for Hands-On Learning” that resulted from her research provides deep insights into language acquisition in the brain. Each book’s 11 chapters address various topics, from language learning in the brain to five-sense teaching methods to cultural responsiveness in the 21st-century language classroom and decolonizing the world language curriculum. Emphasis is placed on teachers adapting to student diversity, dealing with learning anxiety, and providing approaches that support higher-order thinking skills. Suitable for all language teachers worldwide, this book presents an innovative approach involving the five senses in language learning, emphasizing a basic understanding of the brain as a foundation for more effective teaching practices.

STRATEGIES FOR TEACHING IMAGERY IN UPPER ELEMENTARY CLASSICAL POETRY

Exploring the teaching strategies of classical poetry imagery in the upper primary language section is an important way to implement the requirements of the language curriculum standards, improve students’ aesthetics, and the need to inherit the excellent traditional culture. the language curriculum standards, improve students’ aesthetics, and the need to inherit the excellent traditional culture. The imagery of ancient poems in the upper primary language is broadly divided into natural imagery, mythological imagery and life imagery. The imagery of ancient poems in the upper primary language is broadly divided into natural imagery, mythological imagery and life imagery, which is characterised by vivid imagery, subjective emotion, connotation and emotion. The imagery of ancient poems in the upper primary language is broadly divided into natural imagery, mythological imagery and life imagery, which is characterised by vivid imagery, subjective emotion, connotative polysemy and successive inheritance. Through the questionnaire survey on the teachers and students of the Through the questionnaire survey on the teachers and students of the teachers and students of the upper primary school teachers and students of ancient poetry imagery teaching actual situation to carry out investigations and analysis, the upper Through the questionnaire survey on the teachers and students of the upper primary school teachers and students of ancient poetry imagery teaching actual situation to carry out investigations and analysis, the upper school imagery teaching in the teaching of perception bias, the preparation of the content of the shallow superficial, a single teaching method, the students learning motivation is insufficient the students learning motivation is insufficient, targeting these problems, the need to change the concept of ancient poetry imagery teaching, optimise the preparation of ancient poetry imagery teaching, and optimise the preparation of ancient poetry imagery teaching. optimise the preparation of ancient poetry imagery teaching, innovative ancient poetry imagery teaching methods.

A Review of Language Curriculum Development in Multilingual Classrooms

Integrated curriculum models in language teaching have gained prominence as educators seek to provide holistic, interdisciplinary learning experiences that improve both language proficiency and content knowledge. These models emphasize the meaningful application of language skills across various subjects, promoting deeper student engagement and critical thinking. However, the implementation of integrated curricula presents challenges related to teacher collaboration, resource availability, and institutional support, especially in traditional educational settings. This review aims to analyze the effectiveness of integrated curriculum models in language teaching by synthesizing findings from empirical studies and theoretical discussions. The study examines how these models influence language learning outcomes, foster critical thinking, and address the practical challenges faced by educators. Both qualitative and quantitative studies were included, covering various educational levels and cultural contexts. The findings indicate that integrated curriculum models enhance language proficiency, particularly in communicative and academic skills, while simultaneously improving student engagement and content mastery. Effective implementation depends on strong teacher collaboration and institutional support. However, barriers such as inadequate resources and lack of training often hinder the success of these models. In conclusion, integrated curriculum models offer substantial potential for improving language education, but their success requires careful planning and sufficient support. Future research should focus on long-term outcomes and the adaptation of these models to diverse educational contexts to maximize their impact.

Language teachers’ awareness of their accents at a Thai university

Abstract The need to incorporate Global Englishes (GE) awareness and informed practices into English language teaching (ELT) has encouraged practitioners to revisit their language curricula and include Other Englishes in their language teaching practices, impacting how language is taught and learned. The present study explores how five non-native English language teachers at a university in Thailand are aware of and view their accents when speaking English and how such awareness is reflected in their language pedagogy for Global English Language Teaching (GELT). Findings from the in-depth semi-structured individual interviews reveal that participants are aware of their accents and have a favorable disposition toward their own accent, linking it to their heightened sense of linguistic ownership based on their nationality and race. In their pedagogical practices, such awareness enables the participants to innovate their language teaching, giving an important implication in integrating GE awareness and informed practices into ELT. The findings also demonstrate how important teachers’ accents are in encouraging and incorporating GE-informed practices into ELT.

Retraction notice: Integrating hyperreal literature with CALL in English language curriculum for engineering studies in India: an empirical study of the impact on students’ learning

Retraction notice: Integrating hyperreal literature with CALL in English language curriculum for engineering studies in India: an empirical study of the impact on students’ learning

Code-Switching as a tactical approach to enhance learner engagement with intricate concepts in oral english presentations

The South African English language curriculum states that by the time students reach Grade 7, they should have mastered certain English language skills that enable them to communicate effectively at both personal and educational levels. Therefore, a study was conducted to investigate the potential benefits of code-switching in improving students' oral participation in English classes. The study took place in a primary school in the Malamulele East circuit and involved all fifty Grade 7 students. The students' oral presentations were part of their formative assessment. Researchers used a rigorous methodology, including convenience sampling, to select participants, with the first ten girls and the first ten boys considered for the study. Data was collected during presentations, where each student had an opportunity to present. The qualitative method was used, with audio recordings and observations as data collection tools. Content analysis was employed to analyse the data collected from the Grade 7 students. Based on the students' performance in their oral presentations, code-switching seemed to help them to effectively communicate complex concepts in their primary language when there were no equivalent English words. The findings of this study showed that code-switching enhances students' oral communication skills and makes learning more enjoyable. students achieve their communication goals through code-switching, offering the audience a hopeful outlook on the potential benefits of this approach.

The Urgency, Strategies, and Problems of Mastering Arabic Language for Islamic Preaching Communication

This study aims to examine the urgency, strategies, and problems in mastering the Arabic language for Islamic preaching communication. The focus of the research is on the students of the Faculty of Dakwah at Universitas Islam Negeri (UIN) Jakarta. Mastery of Arabic is considered crucial as it is the primary language of Islamic literature, which is fundamental to preaching activities. The research employs a qualitative method with a case study approach. Data were collected through interviews, observations, and documentation. The findings indicate that mastering Arabic is essential for enhancing understanding and effectively conveying Islamic messages. The strategies employed by students include formal classroom learning, self-study, and participation in extracurricular programs related to the Arabic language. However, students face various challenges, such as time constraints, lack of resources, and less varied teaching methods. The study recommends improving the quality of Arabic language teaching through more interactive methods and providing adequate resources to support learning. These findings provide insights for the development of a more effective Arabic language curriculum and learning strategies in Islamic higher education institutions.

ANALYSING THE IMPLEMENTATION AND ACHIEVEMENT OF THE NATIONAL LANGUAGE SYLLABUS IN TAMIL PRIMARY SCHOOLS: A CASE STUDY OF UPSR RESULTS AND PROFICIENCY GAPS

The difficulties of using the National Language (NL) curriculum in Tamil primary schools in Malaysia are discussed in this paper. Although Tamil primary school pupils struggle with NL competence, hurting their secondary school preparation, the Malaysian educational system requires mastery of Bahasa Melayu, the National Language. The research uses 2019 UPSR data to examine the NL success levels in comprehension and writing among Tamil school children. Focusing on a sample of Tamil pupils, the approach used a quantitative study of test results from national-type schools. Data were gathered using UPSR Comprehension and Writing papers. The results showed a notable difference in NL proficiency as only 40.11% of pupils attained an acceptable level in both examinations. Important debates focused on the absence of NL exposure in everyday life and the effect of mother tongue interference as main contributing elements. According to the report, standardising the NL curriculum and enhancing it across the institutions would assist to reduce these disparities. This study highlights the necessity of strategic changes to promote Tamil primary school pupils' language competency, therefore guaranteeing better preparation for secondary education.

A Comparative Study of the KSL Curriculum and the Korean Language Curriculum : Focusing on Content Organization and Achievement Standards

A Comparative Study of the KSL Curriculum and the Korean Language Curriculum : Focusing on Content Organization and Achievement Standards

Issues and Basis on Designing Korean Language Curriculum for Academic Purpose

Issues and Basis on Designing Korean Language Curriculum for Academic Purpose

An Analysis of the Korean Language Curriculum for Beginner-Level Exchange Students

An Analysis of the Korean Language Curriculum for Beginner-Level Exchange Students

Genre‐based writing in the German classroom in the age of generative AI

AbstractGenre, defined as a “staged goal‐oriented social process” (Martin, 2009), has long stood as a key principle in second‐language writing instruction. This article presents the principles underpinning genre theory as it relates to the language curriculum and the five phases of genre‐based L2 writing pedagogy. This pedagogy provides the foundation for a case study in which students in an intermediate, fifth‐semester German class at a small liberal arts college received instruction in the film review genre. Student products written prior to classroom work with film reviews are compared with those written after students had gained an awareness and understanding of the film review genre, revealing the positive effects of genre‐based instruction on student writing. In light of the future impact of generative artificial intelligence (AI) on writing pedagogy, the final section addresses how ChatGPT and similar platforms can potentially enhance genre‐based pedagogies. The article suggests ways in which generative AI can be incorporated into each phase of genre‐based second language writing instruction. As technologies such as ChatGPT become established in language classrooms, it is clear that the writing process must share the stage with written products, both in instruction and assessments.

Design and practice of human-machine cooperative international Chinese character teaching in ChatGPT application

The incorporation of artificial intelligence (AI) into language education has created new opportunities for improving the instruction and acquisition of Chinese characters. Nevertheless, the cognitive difficulties linked to the acquisition of Chinese characters, such as their intricate visual features and lack of clear meaning, necessitate thoughtful deliberation when developing AI-supported learning interventions. The objective of this project is to explore the capacity of a collaborative method between humans and machines in teaching Chinese characters, utilising the advantages of both human expertise and AI technology. We specifically investigate the utilisation of ChatGPT, a substantial language model, for the creation of instructional materials and evaluation methods aimed at teaching Chinese characters to individuals who are not native speakers. The study utilises a mixed-methods approach, which involves both qualitative examination of lesson plans created by ChatGPT and quantitative evaluation of student learning outcomes. The results indicate that the suggested framework for human-machine collaboration can successfully tackle the cognitive difficulties associated with learning Chinese characters, resulting in enhanced learner involvement and performance. Nevertheless, the research also emphasises the constraints of AI-generated material and the significance of human involvement in guaranteeing the accuracy and dependability of educational interventions. This research adds to the expanding collection of literature on AI-assisted language learning and offers practical insights for educators and instructional designers who aim to use AI tools into Chinese language curriculum. The results emphasise the necessity of employing a multi-disciplinary strategy in AI-supported language learning, incorporating knowledge from cognitive psychology, educational technology, and second language acquisition.

Manhaj al-Lugah al-‘Arabiyyah fi Madāris al-Ṡānawiyyah al-Islamiyyah: Taqwīm al-Taṭbīq Binaan ‘ala Qarar Wazīr al-Syuūn al-Dīniyyah

The formulation of evaluation tools needed to apply the curriculum in the process of evaluating the application of the curriculum at the practical level in education units. The objectives of this scientific research are: 1) Describe the curriculum application evaluation model with specifications for the formulation of components, aspects, context indicators, inputs, process, product, and outputs (CIPPO). Based on the decision of the Minister of Religious Affairs No. 183, 184, 189 and the theory of linguistic performance. 2) Analyzing the evaluation results of the implementation of the Arabic language curriculum. This scientific research utilized a research and development (R&D) design) with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Data collection tools using interview, questionnaire, and documents. The data collection techniques are Dhelpi techniques; consultative discussions with experts as validators in preparing the instruments, group discussion forum; discussions with Arabic language teachers to analyze the needs and formulate the components, aspects, and indicators to achieve Arabic language curriculum application. And qualitative data analysis using triangulation method; data reduction, presentation, and conclusion. The results of the research indicated that; 1) Implementing the evaluation of the Arabic language education curriculum in the Islamic high school using the CIPPO evaluation model with representative formulas and criteria from KMA 2019 No. 183, 84, and 189 with Dell Hymess' language performance theory Furthermore, CIPPO becomes an evaluation model in the form of curriculum achievement evaluation tools that include components on; context, inputs, process, outcomes, and learning outcomes with all aspects and indicators. The results of the evaluation of the implementation of the Arabic language curriculum for Ma'arif Islamic Secondary Schools Jepara are as follows; 1) Context aspects are at a very good level. 2) Aspects of the input components of the curriculum at a good level. 3) Aspects of the process components of the curriculum at a very good level. 4) The product component aspects of the curriculum are at a good level. 5) The learning outcomes aspects of language performance are at a poor level.

Implementasi Kurikulum 2013 (K13) Bahasa Arab di MTs Swasta Al-Hikmah Mogutat Kotamobagu

This study aims to fill the gap in the analysis of the implementation of the 2013 Curriculum (K13) for Arabic language at MTs Al-Hikmah Mogutat Kotamobagu and to identify the challenges faced in its execution. A qualitative approach with a case study design was used to allow for an in-depth understanding of the implementation process, the obstacles encountered, the supporting factors, as well as the results and recommendations for improvement. The research was conducted in 2023-2024, with the research subjects including Arabic language teachers and other related parties at the school. Data were collected through in-depth interviews and document collection, such as syllabi and lesson plans (RPP). Data analysis followed the Miles, Huberman, and Saldaña model, which consists of three stages: data collection, data condensation, and verification/conclusion drawing. The research findings reveal that MTs Swasta Al-Hikmah Mogutat Kotamobagu chose to retain the 2013 Curriculum (K13) despite the introduction of the Merdeka Curriculum, citing reasons such as resource readiness, educator competence, and student preparedness. The implementation of Arabic language teaching at MTs Al-Hikmah involves various teaching methods, such as the Toriqoh Al-Samiyah Al-Syafawiyah, Jigsaw Method, and interactive methods like singing and games. This approach reflects the teachers' efforts to adapt teaching methods to the students' needs and the curriculum in place. However, the study also found several challenges in curriculum implementation, including limitations in facilities, student abilities, and challenges in applying innovative teaching methods.

Resilient-whole: A new framework for content-based second language (L2) curriculum design and teaching at college

The COVID19 pandemic, the economic crisis, and geopolitical concerns are weighing on the entire human life. Living in the era of change and uncertainty, as a second language (L2) educator and researcher, I start to think about and work on the new meaning of L2 education. In this paper, I propose a resilient-whole framework with the goal of transforming L2 curriculum into a more reactive, adaptive, diverse and inclusive, and sustainable one that possesses the power of cultivating L2 learners’ mind–body–world alignment throughout their language learning processes. A resilient mind, namely, the ability to navigate life, adapt to change, and learn through adversity, is considered to be essential to L2 learners’ success, not only in the academic fields but also in their future career and life. With a focus on resiliency, this paper demonstrates how L2 curriculum at the college level could achieve the goal by adopting a content-based language instructional approach to course design and teaching. Specifically, resiliency is discussed from the perspectives of content-language unit design, tasks, and projects for online teaching and learning, internal and external collaborations, assessment rubrics, and student advising. It is through tightening all these aspects together, with resiliency permeating into everyday practices, that the L2 classroom is further enriched and strengthened in the era of change. This article was published open access under a CC BY-ND licence: https://creativecommons.org/licenses/by-nd/4.0/ .