Language Curriculum Research Articles

Exploring social justice dialogues in EFL conversation clubs: discursive moves and affordances

ABSTRACT There has recently been a growing interest in social justice language education, with the goal of challenging entrenched social, cultural and economic hierarchies within educational institutions and the society at large. Contributing to this line of research, the present study focused on an online conversation club that aimed to develop EFL learners’ communicative skills and critical literacy through the discussion of social justice issues which have traditionally been deemed ‘taboo’ and ‘controversial’. Data were collected online via demographic information survey, the recordings of the conversation club sessions, facilitator’s field notes and reflective journals, and student interviews. The results revealed several discursive moves adopted by EFL learners, which mostly revolved around that's our responsibility vs others in relation to environmental issues; and that’s the government’s-job when it comes to themes related to immigration. The findings illustrated the potential of social justice-oriented conversation clubs to foster diverse perspectives and authentic conversation in language classrooms, and to cultivate EFL learners’ critical literacy. The study provides insights into how language educators can integrate social justice issues into the language curriculum in ways that help language learners question their already-existing beliefs and take action for a socially just world.

Comparative Study of the National Test Based on Core Competencies (Sichuan Version) and the New National College Entrance Examination (National Version)

This study aims to comparatively analyze the differences in the Chinese language component between the National Curriculum (Sichuan) based on core competencies and the New National Curriculum for the College Entrance Examination. With the upcoming reform of the “New National Curriculum for Chinese Language in the College Entrance Examination” in Sichuan region in 2025, understanding the similarities and differences between the two is crucial for educational practitioners and students in the region. The research finds that the New National Curriculum places a stronger emphasis on the assessment of core competencies, including language comprehension and application, thinking development and quality, cultural inheritance and innovation. In contrast, the National Curriculum (Sichuan) focuses more on the assessment of basic knowledge and skills. This study aims to provide references for educational practices in Sichuan, assisting teachers and students in better adapting to the requirements of the new college entrance examination.

THE DESIGN AND IMPLEMENTATION OF AN ONLINE FORMATIVE ASSESSMENT TO FOSTER INTERACTIVE ENGLISH LEARNING AMONG SENIOR HIGH SCHOOL STUDENTS IN INDONESIA

In response to pandemic-related learning loss, the Indonesian government has implemented a new English language curriculum with a focus on holistic assessment. However, the effectiveness of this curriculum relies on innovative teaching practices. This study positions the author as a curriculum engineer who has developed an online formative assessment concept. The aim of this research is to create a formative assessment tool that records student learning processes, promotes interactive English learning, and overcomes traditional pedagogical practices. By recording student learning processes and integrating technology, such as mind mapping and word clouds, students are able to explore, investigate, and generate new knowledge. The study follows a Research and Development (RD) approach and the developed website highlights the two online formative assessment methods. The findings demonstrate that using the online formative assessment tool can enhance students' critical thinking and communication skills while improving their English proficiency. Based on these results, this study recommends that schools integrate formative assessment tools into their English language curriculum to promote interactive learning and overcome traditional teaching practices. The findings of this study are relevant to educators, policymakers, and curriculum developers interested in promoting interactive English learning in a technology-enhanced learning environment. This study expected to be an assessment innovation in the interactive English.

Implementation of Financial Literacy Development Strategies in Elementary School Students

Purpose: This research aims to describe the implementation of financial literacy development strategies for students at SD Negeri 44 Bengkulu City. Methods: Researchers used a qualitative descriptive research design. Data collection techniques in this research include interviews, observation and documentation. The research subjects consisted of the principal, two teachers, fifteen grade 2 students at SD Negeri 44 Bengkulu City, and a coordinator from Bank Bengkulu. The data analysis techniques used by researchers include (1) data condensation; (2) data presentation; (3) drawing conclusions and verification. Results: The research results show that various strategies have been implemented, such as: (1) integration of financial literacy in the Independent Indonesian Language Curriculum Textbook for Class 2, (2) the presence of an honesty canteen, (3) class cash management, and (4) savings activities through Bengkulu Bank. Conclusion: The strategy for developing financial literacy at SD Negeri 44 Bengkulu City has succeeded in increasing students' financial understanding and skills. The implications of the research illustrate the importance of collaboration between schools, parents and Bank Bengkulu to strengthen strategies and integrate elements of financial literacy into the elementary school curriculum.

Integrating Chinese Culture Into Language Curriculum: Teaching Chinese Culture to International Students in China

Integrating Chinese Culture Into Language Curriculum: Teaching Chinese Culture to International Students in China

The Improving Student’s Vocabulary through Rewriting English Song Lyric “The Shawn Mendes Foundation Playlist”

The research investigates the efficacy of using English song lyrics, specifically drawn from Shawn Mendes' album "The Shawn Mendes Foundation Playlist," to enhance vocabulary skills among tenth-grade students at SMA Negeri 1 Comal. Employing a quantitative experimental approach, the research involved 70 students divided into experimental and control groups, undergoing pre-tests and post-tests to gauge vocabulary improvement. Results indicated a significant enhancement in vocabulary scores among students in the experimental group exposed to the treatment of rewriting English song lyrics. Conversely, the control group exhibited mixed outcomes, with some students experiencing declines, while others maintained or slightly improved their scores. Despite encountered difficulties in comprehending song lyrics and articulating ideas, proposed solutions included frequent exposure to English songs and active engagement in predicting song meanings. The findings underscore the potential of utilizing song lyrics, particularly from popular albums, as a valuable pedagogical tool for fostering vocabulary development in English language learning settings, thus advocating for their integration into language curricula.

Perceptions and practices of technology usage in English language curriculum implementation among instructors and students in Somaliland higher education institutions

This study aimed to investigate how instructors and students in Somaliland’s higher education institutions perceive and utilize technology in implementing the English language curriculum. The study involved 93 English language instructors and 377 students from both public and private universities. The instructors and students were selected using available sampling and proportionate stratified random sampling techniques respectively. Data was collected through a survey questionnaire and analyzed quantitatively using mean, standard deviation, one-sample test, independent samples t-test, and linear regression. The findings indicated that both instructors and students had low perceptions of the benefits of technology in English language teaching, and instructors had limited experience in implementing technology-supported curriculum. However, the study revealed a strong relationship between technology usage and successful curriculum implementation. Therefore, it was recommended that instructors and students receive training on educational technology awareness and practical application to enhance the English language curriculum implementation.

Applying the MSMLP model in advancing language teaching and learning: a longitudinal case study on soft skills development

Language is a dynamic phenomenon that transcends mere verbal expression. In the educational setting, and particularly language teaching and learning, understanding the processes that underlie communication is crucial for effective pedagogy. The Multi-Stratal Model of Language Processing (MSMLP) emerges as a neurolinguistic framework that not only dissects the complexities of language processing but also offers a multifaceted perspective through which language education can be advanced, moving beyond traditional linguistic boundaries by integrating social, cultural, emotional, gestural, and linguistic components. The study unfolds by examining the foundational linguistic strata, emphasizing the integration of pragmatics, morphosyntax, semantics, and phonology into a more holistic language curriculum. Social dimensions, encompassing sociolinguistic variables, social context, and conversation analysis, are explored, guiding educators to incorporate these elements into their teaching methodologies. The longitudinal case study focuses on soft skills development among first-year English students at the Faculty of Arts and Humanities in Sfax, emphasizing real-world scenarios and comprehensive assessments. The iterative approach assesses the curriculum’s impact on students’ soft skills, highlighting MSMLP’s applicability in language teaching and curriculum design. The study advocates for embracing the MSMLP, fostering a holistic language teaching approach to prepare students for effective communication in diverse real-world contexts, and unraveling the profound connection between language and the expression of thoughts and feelings beyond explicit verbalization.

Awareness of Language Learning Strategy Use of the ESL Students of Rural Telangana

Language learning strategies are methods that help users improve their English proficiency. We conducted a survey of 3012 rural students to assess their awareness of communication strategies in English. The survey revealed that students from rural areas in Telangana struggle with English proficiency, which affects their professional performance. Previous research has shown a link between language learning strategies and proficiency. Therefore, it is important to investigate the strategies used by these students and create an intervention program to teach them language learning strategies explicitly. The study suggests incorporating specific strategies into the undergraduate English language curriculum to enhance proficiency in professional settings.

Indonesian Language Education as an Agent of Social Change: Sociological and Religious Approaches

This study aims to explore the role of Indonesian language education as an agent of social change by adopting sociological and religious approaches. The research is conducted in Lombok Barat and Lombok Utara, Indonesia. The study employs a qualitative approach with a case study design. Data collection techniques involve in-depth interviews with educators, curriculum document analysis, and observation of the learning process. The collected data is analyzed using qualitative analysis techniques, including thematic and interpretative analysis. The results indicate that Indonesian language education holds significant potential as an agent of social change through the integration of sociological and religious approaches in the learning process. The sociological approach allows for a deeper understanding of the relationship between language, identity, and social structure, while the religious approach provides a strong moral and ethical foundation in shaping individual and societal character. The implications of this research underscore the need for further integration of sociological and religious approaches in the development of the Indonesian language curriculum to strengthen the role of education in facilitating positive and sustainable social change.

Efficacy of the Teaching Early Literacy and Language Curriculum With Preschoolers From Low-Income Families.

The purpose of this study was to test the efficacy of the Teaching Early Literacy and Language (TELL) curriculum package for improving the early literacy and oral language skills of preschoolers from low-income families. In a randomized controlled trial (RCT), TELL was implemented in 30 TELL and 28 business-as-usual classrooms. TELL is a Tier 1 whole-class curriculum package that includes a scope and sequence of instruction, lesson plans and materials, high-quality books, curriculum-based measures (CBMs), and professional development training and coaching. Implementation fidelity was high; however, due to COVID-19 school closures, we did not collect end-of-year data for our third cohort of teachers. Results indicated significant TELL effects on all code-related CBMs and two code-related distal measures as well as receptive and expressive vocabulary CBMs. No significant differences were found on distal measures of oral language/vocabulary or listening comprehension. Results of the present study, paired with findings from an earlier TELL RCT with children with developmental speech and/or language impairments, suggest that children enrolled in TELL classrooms achieve higher outcomes on a variety of code-related and vocabulary measures by the end of their final preschool year. https://doi.org/10.23641/asha.25345708.

THE INTEGRATED APPROACH IN ESL AND EFL CONTEXTS: THE PRACTICE IN GHANA AND GUINEA-CONAKRY

<p>A key concept of the English language syllabus for both Ghana and Guinea-Conakry is the <em>integrated</em> <em>approach</em> (as opposed to the <em>segregated-skills</em> approach) to the teaching of language skills. Like the <em>communicative language teaching</em> method, the <em>integrated approach</em> exposes English language learners to authentic language and challenges them to interact naturally in the language. The designers of English language curriculum in Ghana and Guinea-Conakry believe that the <em>receptive</em> (listening and reading) and <em>productive</em> (speaking and writing) skills are interrelated and hence complementary, and they must not be taught separately. Teaching language skills separately in a language learning setting has been defined as the <em>traditional approach</em> to teaching a second or a foreign language. Teachers of English in Ghana and Guinea-Conakry are expected to move away from the <em>traditional approach</em> to the<em> integrated</em> <em>approach </em>to language teaching. This paper aims to find out whether teachers of English in Ghana and Guinea-Conakry are familiar with the <em>Integrated Language Teaching </em>method and are being employed in the ESL and EFL classrooms in Ghana and Guinea-Conakry respectively. <em>A classroom observation</em> and <em>a semi-structured interview</em> were conducted with 24 English language teachers from 4 junior high schools and 8 senior high schools in Ghana and 5 teachers of English from Saint-André Catholic School, Guinea-Conakry. The findings showed that there was a disparity between the curriculum developers’ expectations and classroom practice in Ghana and that the selection of teaching methodology was highly influenced by the thought that the students had to sit for high-stakes tests but not that they had to attain communicative competence. However, in Guinea-Conakry, teachers used the<em> Integrated Language Teaching </em>method because <em>speaking</em> is tested.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0758/a.php" alt="Hit counter" /></p>

Critical Translanguaging Capability as an Intercultural Pedagogy for Localizing Chinese Language Education

The native teachers of Chinese are often perceived as lacking in critical thinking and creativity when it comes to employing culturally appropriate and relatable learning content in their lesson delivery to foreign Chinese language learners. However, there is little research pertaining to the methods that native teachers of Chinese can use to critically and creatively transform their instructional materials, strategies, and beliefs towards localizing the Chinese language curriculum to better suit students coming from diverse educational and cultural backgrounds. In an attempt to address this issue, a case study methodology, combined with photo-elicitation interviews, was adopted for data collection. It investigated a bilingual Chinese teacher-researcher who critically and flexibly utilized his cultural and linguistic repertoires in enacting translanguaging pedagogy practices in the Australian education context. This study reveals that the native Chinese teacher-researcher, was able to use his critical thinking and creative abilities backed by his indigenous Chinese linguistic and cultural concepts and metaphors to source and select appropriate localized content that facilitates student learning. Such translanguaging practices demonstrated that the native Chinese teacher-researcher’s critical thinking capability helped shape up intercultural pedagogy giving rise to a localized Chinese language curriculum in the Australian education context.

Computational thinking integrated into the English language curriculum in primary education: A systematic review

Computational thinking integrated into the English language curriculum in primary education: A systematic review

Dimensiunea axiologică a curriculumului actual și realitatea educațională

This article highlights the axiological dimension of the current curriculum, analyzes in a comparative manner (as regards Romania and R. Moldova) the essential elements and characteristics of this dimension in the context of: a) the national curriculum; b) the curriculum for Romanian Language and Literature for high-school education; c) the educational reality which requires the full validation of educational values; and also puts forward some proposals to remedy the situation.

Rehumanizing the Language Curriculum ed. by Megan M Echevarría (review)

Rehumanizing the Language Curriculum ed. by Megan M Echevarría (review)

PACIS XXI: Aligning English language curriculum with the CEFR/CV for 21st century learning

"This article aims to outline and describe how the PACIS XXI team (Projetar a Área Curricular de Inglês para o Século XXI), nominated by the Azorean Regional Government’s Secretary of Education in 2017, designed and promoted the implementation of the CEFR-based English curriculum guidelines. Its acronym, which translated means to launch English as a curriculum component into the 21st century, states the essence of what the team was mandated to do. The key mission was to analyse the state of English language teaching, learning and assessment and design a curriculum document to sustain English language education at the primary level in the Azores, Portugal. In July 2022, the guidelines, Orientações Curriculares de Inglês dos 1.º e 2.º ciclos do ensino básico (OCI), were published. First, we delved into the CEFR/CV with New Descriptors (Council of Europe [COE] 2018), then later, while the guidelines were up for public discussion as a working document, between 2019 and 2022, we enhanced them using the final version of the CEFR/CV (COE 2020). Aligning curriculum guidelines with the CEFR/CV meant not only aligning proficiency levels for different grades, but also looking closely at what it means to take an action-oriented approach to language learning. Hence the need to move forward into designing descriptors for communicative activities, and not for the traditional four skills: reading, writing, listening and speaking. We presented planning and assessment tools and templates aligned with an action-oriented approach, incorporating the Understanding by Design/Backwards Theory (Wiggins and McTighe 2005). We also looked at pedagogical assessment, where formative assessment is key, as put forward by Dylan Wiliam (2011) as well as the conceptual framework shared by the Projeto MAIA through the Portuguese educational system. Over a hundred teachers in thirty schools were involved. Various types of training were developed, based on the curriculum guidelines, as well as needs expressed by teachers. All this work was not only validated by policymakers, but also by APPI (Associação Portuguesa de Professores de Inglês), the Portuguese English teachers’ association who thoroughly revised the guidelines. In sharing this experience, we hope to lend some insight into how the CEFR/CV can be used and adapted for curriculum design and can enhance teaching, learning and assessment. "

Optimization Strategies for Literacy Teaching in the Lower Primary Language Segment under the Background of Core Literacy

Literacy and writing are the foundation of reading and writing, which is the teaching focus of the first school period and an important teaching content throughout the whole compulsory education stage. This paper mainly discusses the current situation of literacy teaching in elementary school language in the context of core literacy, identifies the problems in literacy teaching, and proposes strategies to optimize literacy teaching in combination with the Compulsory Education Language Curriculum Standards (2022 Edition), to stimulate students' interest in literacy, improve literacy skills, and develop students' core literacy.

THE EFFECTS OF ONLINE CHINESE CRITICAL THINKING CURRICULUMS ON STUDENTS IN MAINLAND CHINA


 
 
 
 The newly released Language Curriculum Standards for Compulsory Education by the Ministry of Education of mainland China emphasises the importance of developing critical thinking skills, and the value of related online curriculums is receiving increasing attention. Many studies have shown that essential thinking education develops students' creativity and self-diversity. However, it is necessary to note that this concept may need to be more idealised. A qualitative study was conducted using a case study approach to investigate further. The study involved semi- structured interviews and manual thematic coding with three teachers of online critical thinking curriculums. The results highlight that online essential curriculums of thinking have value, but the teacher, the students, the model of instruction, the teaching content, and the learning platform influence their effectiveness.
 
 
 

The Problem with Penmanship in the Bulgarian Education System

The article explains the essence of penmanship, how it is regulated by the Bulgarian language curriculum for primary school and the main problems related to the development of graphic skills. Analyzed are the methods used in teaching penmanship as well as their advantages and disadvantages. The existing violations and graphic errors are classified and the objective reasons for them are indicated. The principles that should be followed in penmanship are made meaningful to the reader. The article offers ideas for improving the teaching of penmanship in primary school.