Divergence in Curricular-Weight Teacher-Efforts and Student-Difficulties in Secondary School ESL

Autor/inn/en	Abdul Gafoor, K.; Sreeja, C.
Titel	Divergence in Curricular-Weight Teacher-Efforts and Student-Difficulties in Secondary School ESL
Quelle	1 (2013) 4, S.227-240 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2320-9038
Schlagwörter	Foreign Countries; English (Second Language); Educational Change; Difficulty Level; Curriculum Development; Textbook Content; Content Analysis; High School Students; Guides; Discourse Analysis; Secondary School Curriculum; English Curriculum; Language Proficiency; India + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Bildungsreform; Schwierigkeitsgrad; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrbuchtext; Inhaltsanalyse; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Handbuch; Leitfaden; Diskursanalyse; Language skill; Language skills; Sprachkompetenz; Indien
Abstract	The increasing importance of English as a global language, calls for an equally vigorous attempt to improving teaching and learning it in schools as a second language within and outside India. Highlighting the relevance of contextualising ESL learning by allowing for the needs of students and teachers in undertaking reforms to ESL learning, this paper investigated curricular weight, teacher efforts and student difficulty in teaching-learning of discourses and its features used in English textbooks at the secondary level in Kerala, India. Content analysis of high school ESL textbooks and teachers' handbooks, students' and teachers' reports on difficulties in learning and emphasis in teaching ESL revealed divergence in the three aspects of the ESL curriculum development and implementation. Implications are added. (Contains 2 tables and 2 figures.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10