An Integrated ESL and Cultural Studies Syllabus. CLCS Occasional Paper No. 42.

Autor/in	McGarry, Dee
Institution	Trinity Coll., Dublin (Ireland). Centre for Language and Communication Studies.
Titel	An Integrated ESL and Cultural Studies Syllabus. CLCS Occasional Paper No. 42.
Quelle	(1995), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	0332-3889
Schlagwörter	Leitfaden; Unterricht; Lehrer; Class Activities; Classroom Environment; Classroom Techniques; Course Descriptions; Cultural Awareness; Cultural Education; Curriculum Design; English (Second Language); Foreign Countries; Instructional Materials; Interdisciplinary Approach; Language Role; Second Language Instruction; Secondary Education; Student Evaluation + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenklima; Unterrichtsklima; Klassenführung; Kursstrukturplan; Cultural identity; Kulturelle Identität; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Lehrplangestaltung; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Fremdsprachenunterricht; Sekundarbereich; Schulnote; Studentische Bewertung
Abstract	The rationale for and design of an English-as-a-Second-Language (ESL) course that integrates language instruction and cultural awareness of English-speaking communities are explained. It is argued that this approach offers the best opportunity for achieving a genuinely communicative approach to school-based language learning. In the first section, it is suggested that meaningful language use can be sustained in the classroom only if a coherent syllabus of knowledge is studied through the target language, and that the most appropriate subject for such study is one where the target language offers students learning opportunities not available through the first language, a requirement met by comparative cultural studies. In the second section, some of the issues involved in designing such a program are discussed. The third section outlines an integrated syllabus for the junior cycle of secondary school, and the fourth section focuses on implementation. In this section, sample units and lessons are described. A brief bibliography is included. Contains 22 references. (MSE)
Anmerkungen	Secretary, Centre for Language and Communication Studies, Trinity College, Dublin 2, Ireland.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01