A systems approach to curriculum innovation in intensive English programs.

Autor/in	Young, Richard
Titel	A systems approach to curriculum innovation in intensive English programs.
Quelle	(1990), 23 S.Verfügbarkeit
Sprache	englisch
Dokumenttyp	Mikroform; Monographie
Schlagwörter	Fallstudie; Erwartungshaltung; Lehrerverhalten; Lernverhalten; Intensivkurs; Curriculum; Fortgeschrittenenunterricht; Lehrprogrammentwicklung; Fremdsprachenkurs; Fremdsprachenunterricht; Englisch; Sprachpolitik; Hochschule
Abstract	A discussion of innovation in college and university intensive English-as-a-Second-Language (ESL) programs uses a systems approach to analyze program elements (constituencies, decision-makers, purpose, performance measures, environments, resources, subsystems, and boundaries) and describes new program initiatives at the University of Pennsylvania. Based on a survey of teachers' opinions and students characteristics, the program was restructured to provide greater flexibiliby and adaptability, greater agreement between the aims of students and of the curriculum, and greater agreement between student characteristics and specific course offerings. The program uses a T-model curriculum, which provides a graded syllabus at six lower and intermediate levels leading to a broader curriculum of electives at the highest level. Of three implementation strategies considered, only one, the normative-evaluative, which assumes that change involves alteration in attitudes, values and skills, and significant relationships, is seen as suitable for a university-based intensive ESL program. The curriculum will take considerably longer to implement than was originally estimated. Program planning data, course descriptions, and a sample objectives-based curriculum for a course in research report writing are appended.
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	1996_(CD)