real english for real people developing an english curriculum for georgia community colleges
TRANSCRIPT
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Real English for Real People
Developing an English Curriculum
for
Georgia Community Colleges
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Dr. Barbara Matthies
BA in German MA in Linguistics Ph.D. in Second Language Education 30 years of teaching and administration
at Iowa State University
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Taught English worldwide
Nis, Yugoslavia Kathmandu, Nepal Harari, Zimbabwe Kharkov, Ukraine Alexandria, Egypt
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Community colleges are coming to Georgia!
A new institution needs a new curriculum:
Rational Useful Integrated
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Competencies in Curriculum
General & technical knowledge
Quality orientation
Initiative
Innovation
Cultural adaptability
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Analysis & judgment
Planning
Communication
Teamwork
Integrity
Customer focus
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Certificate - Fall Semester
Introduction to Microcomputing Human Relations Business and Professional English Interpersonal Communications Modern Business Environment and Sustainable
Development
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Certificate - Spring Semester
Microcomputing Applications Effective Business Writing Business and Professional English Career Planning & Decision-making Small Business Business Math
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Students want a practical, useful course
to get a good job
to be successful and take pride in good work
to continue learning and developing
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Project Administrators want to achieve success
To attract support and resources
To attract good students
To attract the best instructors
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Instructors want to help students learn
By using effective classroom methods
By developing useful materials
By documenting student progress
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Why English is a part of the new curriculum?
World business uses English
Most of the Internet uses English
Technical manuals and reports mainly use English
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English for Specific Purposes (ESP)
Workplace English
Used in business and technology
Practical, purposeful
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First year emphasizes Reading
Scanning the visual layout
Using prior knowledge
Recognizing text organization
Locating important information in a long text
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Explain and test in Georgian
Saves time
Ensures understanding
Raises the comfort level
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Add Listening
Reading texts can be recorded
Practice listening to formal presentations
Same recordings can be used in other courses
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Assumptions
Language learning is cyclical, not in a straight line.
So, the language curriculum must be cyclical.
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Assumptions about Students
know the basic bits of English from school
motivated to improve
want to use English in real situations
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Assumptions about Instructors
want students to expand their repertoires
motivated to use techniques that succeed
creative in using limited resources
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Summary of English Curriculum
Read things written for a real audience Listen to things spoken by native English
speakers Write in response to what was read or heard Speak about familiar work-related topics
Choose topics from business and technology
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What about Grammar?
Find examples in the readings.
Also focus on word formation
(prefixes, suffixes, common roots).
Make exercises and tests on those points.
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Recommendations
Test students’ knowledge of basic English before entrance.
Give students knowledge of using English for the workplace.
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Incorporate competencies into the English syllabus.
Gain the cooperation of colleagues in other specialties.
Test students’ knowledge of how to use workplace English before exit.
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Recommendations for Materials
Always use authentic workplace materials.
Consult with colleagues in other specialties to locate materials.
Use Web sites, magazine articles, CD-ROMs, instruction manuals.
Create lessons from what is in the materials.
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Focus on reading.
Add other skills later.
Review grammar as necessary.
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Conclusions
Developing a curriculum is time-consuming, but very rewarding.
The first time is the hardest.
Revise the syllabus as needed.