English Teaching and Curriculum Development

The need to address culture in the language learning process has been emphasized as a means to promote both intercultural awareness and communicative language curricula. In countries such as Turkey, this has been an ongoing concern in the context of English as a foreign language (EFL) education. Thus, attempts have been made to enhance the cultural aspect of EFL learning in Turkey with the current English language curricula for elementary and high schools. To determine whether these curricula truly address culture in ways that support intercultural awareness, the researcher conducted a content analysis of the learning outcomes and objectives for each grade level, focusing on the curricula developed in 2013 and 2014 respectively for elementary and high school, as well as the program updates introduced in 2017 and 2018. The culture-related objectives and outcomes including products, practices, perspectives and persons relating to native Englishspeaking and international cultures were identified, and the total numbers of culture-oriented outcomes and objectives were recorded and analyzed. The findings indicate that culture-related outcomes and objectives were highly limited in number; and they mainly addressed superficial aspects of culture such as names of countries/languages, foods and traditional costumes. Abstract and complex topics such as pragmatics, beliefs, and worldviews were largely ignored. Moreover, while the updated programs of 2017 and 2018 were intended to improve on the 2013 and 2014 versions, little was accomplished in this regard. As such, the findings suggest that current EFL curricula are unlikely to support the development of intercultural awareness in language learners. Some recommendations for addressing this issue are offered.

Purpose-This paper aims to argue for the curricular inclusion of youth-generated young adult literature (YAL) alongside canonical literature and adult-generated YAL. The authors support this argument with the results of a qualitative analysis of youth memoir published in The Best Teen Writing. They strive to inform the debate between educators who value memoir as part of the secondary curriculum and critics who question the ability of youth to write purposeful, meaningful narrative. Additionally, the authors also present memoir as a unique genre for youth to document and process adolescence, and for youth to speak to issues which they deem important.

Design/methodology/approach-Informed theoretically by the Youth Lens, which considers how texts reinforce and/or disrupt various figurations of adolescence and youth, this study uses a multistage qualitative analysis of 83 youth memoir published in nine volumes of the Best Teen Writing from 2010 to 2018. First, the authors conducted a Labovian plot analysis to consider what themes and topics were present as well as what this sample could teach us about youth. Next, they analyzed the sample for genre hallmarks specific to creative nonfiction and memoir to consider the question of quality of youth memoir.

Findings-The findings suggest that there is no typical adolescence and that youth are balancing complex, intersectional identities, which they write about skillfully through memoir. These findings directly contrast with critics of youth memoir. Rather than clichéd, the memoirs the authors analyzed show youth as intercultural, capable of thoughtful reflection, capturing the transitory state of their youth (knowing they are not children anymore and lightly speculating about their future), skillfully integrating memoir genre hallmarks, and recording important events and perspectives with appeal to a broader readership. Furthermore, these findings position youth memoir as worthy of curricular inclusion alongside adult-generated YAL.

Originality/value-If the critics of youth memoir are the loudest voices, youth memoir will be, at best, relegated as examples for writers rather than seen as valid additions to curricular canon. This work gives due credit to the quality of published youth memoir to showcase their potential for curricular and canonical addition. This study builds on smaller-scale case studies and personal accounts to make an argument for curricular inclusion of youth voices and youth memoir in the secondary canon.

This paper explains the motivation for establishing a Reading for Pleasure ethos in general, explains the additional challenges for pupil with MLD SEN (UK), and how this can positively impact on pupil progress if embedded in whole school practice. It includes references to recent UK Government papers and the Ofsted (Inspection) handbook.

This Handbook is a comprehensive overview of English language education in Bangladesh. Presenting descriptive, theoretical, and empirical chapters as well as case studies, this Handbook, on the one hand, provides a comprehensive view of the English language teaching and learning scenario in Bangladesh, and on the other hand comes up with suggestions for possible decolonisation and de-eliticisation of English in Bangladesh. The Handbook explores a wide range of diverse endogenous and exogenous topics, all related to English language teaching and learning in Bangladesh, and acquaints readers with different perspectives, operating from the macro to the micro levels. The theoretical frameworks used are drawn from applied linguistics, education, sociology, political science, critical geography, cultural studies, psychology, and economics. The chapters examine how much generalisability the theories have for the context of Bangladesh and how the empirical data can be interpreted through di...

The study of the history of the English language (HEL) encompasses a broad sweep of time and space, reaching back to the fifth century and around the globe. Further, the language has always varied from place to place and continues to evolve today. Instructors face the challenge of fitting this vast subject into one semester of study and the challenge of engaging students with unfamiliar material and techniques. This volume guides instructors in choosing among many possibilities to design an HEL course to match their own interests and institutions.

The essays consider what subjects of HEL to include, how to organize the course, and what textbook to assign. They offer historical approaches and those that are not structured by chronology. Sample assignments provide opportunities for students to conduct original research, work with archives and digital resources, and investigate language in their communities. The essays also help them question notions of linguistic correctness.

This study used a mixed methods approach to identify influences leading to online student retention and engagement in online education.  The student stakeholders at the Social Work Academic Group Online Center were both surveyed and interviewed to discover their level of engagement at the university to determine the university’s engagement with students of the online center.  Clark and Estes’s (2008) framework was implemented to determine the knowledge, motivation, and organizational influences of online student engagement in online education.  The findings of the study indicated that student stakeholders had limited knowledge of online programs prior to enrollment at the SWAGOC.  However, students of the study reported that the curriculum was engaging and interesting which positively affect student engagement and ultimately retention.  While many students felt that the cost of tuition was high for the program quality, the students still desired to complete the program regardless of cost.  The findings of this study suggested that there is a need to increase student engagement in the online environment to increase connectedness to the school.  Furthermore, organizational support was imbalanced as support tools were directed for on-campus students.  On-campus students comprised 34% of the school, while 66% of the school was comprised of online students.  This imbalance of resources created a shortage of support services for online students leading to disengagement and lowering student retention.

This essay will critically review some of the existing literature on formative assessments by Black and Wiliam (1998) in addition to Hattie and Timperley (2007). I will refer to some of these existing theories and hypothesis’ on formative assessments as a framework to understand how it can develop pupils’ understanding and secure progress against studies in the United Kingdom, Australia, Algeria and China. I will explore Wiliam’s (1999) five elements for assessment to improve learning: formative use of summative tests, comment marking, effective questioning, peer and self-assessment; to consider their effectiveness for supporting students to develop into independent and autonomous learners.

This course is a genre-based course designed for teachers, head teachers club heads, and administrators on how they can improve their writing skills in composing memoranda for students, parents, and subject teachers in the school. This is a two-week ESP program that focuses on essential competencies, text structures, language features and patterns in effective memo writing.

Alipasa, Clark Dominic (2016, July).

Çalışmada Norveç ve Türkiye’nin eğitim sistemlerinin genel yapısı ve öğretmen yetiştirme sistemleri
karşılaştırılmıştır. Karşılaştırmalı eğitim çalışması olan bu araştırmada farklı eğitim sistemlerinin ayrı unsurlarını
bütün halinde inceleyen yatay yaklaşım kullanılmıştır. Bu doğrultuda, birincil veri kaynakları olarak ilgili
bakanlıklardan elde edilen dokümanlar ile uluslararası kuruluşların hazırladıkları raporlardan yararlanılmıştır.
Verilerin analizi sonucuna göre, Norveç’te eğitim, merkezi şekilde yürütülmemekle birlikte yerel yetkililer
eğitimin birçok alanında yetki ve sorumluluk sahibidirler. Ayrıca, zorunlu eğitim Norveç’te daha kısa sürelidir
ve eğitimin finansmanına Türkiye’den daha fazla bütçe ayrılmıştır. Hizmet öncesi öğretmen eğitiminde ise
Türkiye’den farklı olarak Norveç’te entegre yüksek lisans programları 2017 itibariyle uygulamaya konulmuştur
ve yetiştirme süresi lisans eğitimi veren Türkiye’den daha uzun tutulmuştur. Bununla birlikte, Norveç’te göreve
başlayan öğretmenlere ek program uygulanmazken, Türkiye’de aday öğretmenlik süreci yoğun bir program
içerir. Ayrıca öğretmenlerin istihdamı konusunda Norveç’te açık işe alma yöntemi benimsenirken, öğretmenler
memur olmayan kamu çalışanı statüsünde görev yapmaktadırlar.

This chapter introduces important issues to consider for those preparing to teach a course on the history of the English language. It also provides an overview of the various chapters in the MLA book, Teaching the History of the English Language.

English language education in our country has evolved multiple times to continually address the issues in developing the language competencies and academic achievement of the Filipinos. However with the introduction and implementation of new policies, several debates have heated up regarding the curriculum design and language teaching. Some of the notable issues, as mentioned in Madrunio, Martin & Plata’s article on English Language Education in the Philippines: Policies, Problems and Prospects (2016), include the medium of instruction to use, the alignment of the educational system’s vision, content standards and instruction especially in basic education, the absence of a clear and coherent assessment framework, the effectiveness of the top-down processing, and the challenges in the implementation of the K-12 in the country.
The Medium of Instruction
The most pervasive issue in regard with enhancing Filipino’s competence in English, as a second language, and Filipino, the adopted national language, is about the MOI to use especially in public schools. As a multilingual country, criticisms opposed bilingual education when the linguistic minorities argued that using Filipino is only favorable to Tagalogs and Manilans (Gonzales, 1990 in Madrunio, et al., 2016), whereas English is good only for those areas with rich resources (Licuanan, 2007 in Madrunio, et al., 2016). Moreover, the usage of the mother-tongue the MOI in grades 1-3 in the 2013 EBEC is also being criticized by parents who favor enhancing their children’s English literacy at early stages, especially in Manila and Tagalog-speaking provinces.
Nonetheless with the institutionalization of Mother Tongue-Based Multi-lingual Education in 2009 and strengthened in 2012, similar problems remain unsolved. The teachers in Baguio City, for example, are struggling in its implementation due to “absence of books written in mother tongue, lack of vocabulary, and lack of teacher training” (Lartec, et al., 2014). Until sufficient materials are produced or translated in different languages across the archipelago, language teaching and the implementation of MTBMLE will remain a consistent topic for argumentations in the succeeding years.
The Focus of English Language Education in Basic Education Curriculum
With the 2002 Revised Basic Education Curriculum and 2010 curriculum anchored on Understanding by Design, ELE is viewed Integrated English Language Arts in basic education level, which mainly focused on literature (Plata, 2010 in Madrunio, et al., 2016). Apparently, being literature-based deviates from the goal of our educational system for Filipino learners to “achieve a desired level of competence in listening, speaking, reading, [and] writing” (2002 RBEC) and viewing. To exemplify, literature competencies as “identifying elements of a specific genre and expressing appreciation for sensory images used” (2013 K-12 English) do not necessarily require the development of the five macro skills nor introduce to the students the functional skills that will better help them survive life in the 21st century.
Assessment practices, as well, before the implementation of the 2010 EBEC were arguable. O’ Connor (2009) stated that teachers shouldn't rely on grading instruments that fail to meet standards or with no clear descriptions of achievement expectations. Notwithstanding, some teachers nowadays are resistant to this change, stipulated in DO 8, s. 2016, for they “feel they are compelled to grade” (Crouch, 2014) all activities being rendered such as textbook exercises, homework, recitation, and even diagnostic assessments as being practiced before, insisting that these tests help them meet the specified number of items and that parents and pupils also rely on these parent-mediated assignments to improve grades. Thus, an extensive effort of explaining to them the role of formative assessments for learning rather than of leaning is just necessary for them to understand that grades actually “distance learners further [from us] and from our curriculum” (Guskey, 2010), which makes one debatable topic in the K-12 grading system.
Furthermore, the shift from traditional grading to performance-based assessments is inconsistent among institutions, especially when standardized tests issued by the colleges and schools to determine students’ academic levels, strengths and weaknesses, and even the National Achievement Test administered to grade 7 students in July, 2016 employ a highly objective selective-response test format whose yielded results are understandably the most quantifiable and comparable to previous records and to other countries’. For this reason, Plata (2007 in Madrunio et al., 2016) argues that the department contradicts its own DO in preparing [model] tests that are mostly “fixed-alternative items on reading, grammar, and vocabulary” (p. 150). Nevertheless, a performance-based assessment for a perennial standardized testing can be the most disputable and controversial action, yet it can hardly be considered in the Philippine setting.
The Implementation of the K-12 Basic Education Curriculum
The Enhanced K-12 Basic Education bill has been implemented in the country when President Benigno Aquino III signed it into law on May 15, 2013 to purposively focus on lifelong learning competencies or skills to produce graduates who are qualified and capable to work. Despite “rousing mixed reactions from various sectors in the country” (K12philippines.com), strong objections of parents and students for the 12-year program, and insufficient materials, the Department of Education pushed its implementation for learners to master and absorb basic competencies, as reading comprehension, oral language, viewing comprehension, literature, listening comprehension, vocabulary development, writing and composition, and grammar awareness in English language education.
Revolutionizing ELE in the Philippines, Effective Language Arts and Multiliteracies Curriculum (LAMC) has been developed in the K-12 “to produce graduates who apply the language conventions, principles, strategies and skills” (2013 LAMC) needed in the 21st century. However, the lack in resources and accessibility to technology in numerous marginalized sectors and rural areas hinders the ultimate success of the program, which includes the achievement of desired listening and viewing skills. Many barrios, as in Oriental Mindoro, are not exposed to any form of media, even television, and the effects of “natives’ non-exposure [to television] requires more in-depth studies” (Alviz, et al. cited in Alipasa, et al., 2014). Thus, the 2013 LAMC macro competencies as comprehending literary, informational, and auditory texts, and “demonstrating critical understanding and interpretation of visual media” (p. 15) can neither be functional nor feasible without further support and extensive efforts of the government, researchers, and publishers, authors, and school owners to address these needs.
Also, the top-down processing commonly used in CLT is deemed ineffective in developing our second language learners’ fluency and automaticity, particularly in comprehending and utilizing reading, listening and viewing instructional materials from foreign authors and publishers in Manila, without the development and distribution of localized IM’s and textbooks suitable to a specific group of learners’ context and culture.
Lastly, the reduction of poverty and unemployment through the addition of two years in basic education with the integration of life-long learning skills in the curriculum is still one of the greatest questions that the country has to unfold in 2018; thus, it makes a highly argumentative topic for debates and discussions in schools, government sectors, and societies in the Philippines in the present.

S tudent-centered instruction is a shared goal in English as a second or foreign language (ESL/EFL) settings that embrace communicative language teaching (CLT) principles (East 2015). Student-centered classrooms create opportunities for learners to have consistent and meaningful interactions-two-way exchanges of ideas-using their second language (L2). Such interactions promote L2 development, as peers provide modified input and speakers are pushed to produce language that their partners understand (Hall 2011). As the popularity of student-centered classrooms has grown, knowledge-based objectives (testing for grammar and vocabulary knowledge) have been overtaken by more-communicative learning objectives (Plews and Zhao 2010). Beyond memorizing grammar or vocabulary for drills or exams, students must show that they can use real-life language to perform speaking and writing activities, often in small groups. This article will first discuss CLT principles and important criteria for communicative activities in the classroom and then describe four successful and engaging activities.

The extent to which TEIL can be implemented in English language classrooms is regulated to a great extent by the curriculum of the country in question. This study provides a local perspective on the role of Global Englishes in the English language curricula in Germanywith a specific focus on non-British/non-American varieties of English. The results show that (1) varieties of English are generally represented in the Germany-wide standards for ELT and the curricula of (almost) all federal states, and that (2) most curricula, at least at upper secondary level, relate audio-/audio-visual comprehension and language awareness competencies to Englishes worldwide. However, notwithstanding a few exceptions, they also show that (3) varieties of English are almost exclusively approached on a very broad, abstract, and unspecific level that leaves considerable room for interpretation. It is argued that future, revised versions of current curricula would benefit from making requirements regarding varieties of English more specific, not only with regard to the quantity of references to different varieties, but also the ways in Global Englishes will be addressed.

At a time when the proliferation of videogame ownership and practice has led to greater attention on the consequences of increased engagement with these texts, schools and educators are engaged in active debate regarding their potential value and use. The distinctive nature of these texts, especially in contrast to those texts which have traditionally dominated school environments, has raised questions about their possible affordances, as well as the pedagogies most appropriate for supporting teaching with and through these texts in the classroom. While much has been written about the learning benefits of videogames, especially in terms of opportunities for the negotiation of self (Gee, 2003), there has been less research addressing the impact of applying existing English subject-specific pedagogies to their study. In particular, there are few case-study investigations into the suitability of subject-English classrooms for the play and study of videogames.
The project utilised a naturalistic case-study intervention involving eight 15-year-old students at a co-educational school in the outer-Northern suburbs of Melbourne. Data was collected during a five-week intervention in an English classroom context at the participants’ home-school. This involved the teacher-researcher leading a series of learning and teaching activities informed by dominant models of subject-English (Cox, 1989), Cultural Heritage, Skills, Personal Growth, and Critical Literacy, that focussed on several popular videogames. Data was analysed using Bourdieu’s theory of practice (1977) to reveal a social reality at the centre of this intervention co-created by a dialectical relationship between the habitus of students (especially in terms of their videogame, school and gendered identities) and the field of the classroom, with its own historically constituted and legitimised/authorised ways of being and doing textual study, as realised by the teacher. Mediating this relationship were the intrinsic features of videogames.
The findings are presented through a Framework for Videogame Literacies in Subject-English which synthesises the relationship concerning past and present approaches to textual study in the subject, and the need to embrace what Locke terms, an “informed and critical eclecticism” (2015, p. 25). Firstly, the study found that the inclusion of videogames in subject-English provided the material for rich, rigorous and authentic learning experiences. Much of this can be achieved through the appropriation of existing paradigms of subject-English and their associated pedagogical practices, resisting the privileging of any single component of the framework and instead encouraging an awareness of the different purposes which each part serves. Secondly, analysis demonstrated the ways in which dominant approaches to the subject must evolve in response to the unique design features and intrinsic textual practices associated with these texts. Lastly, the study revealed that attempts to bring these texts into English classrooms will need to negotiate the disciplinary forces which organise these spaces, in terms of both the habitus of students, and the historically constituted structures which establish what is possible in such places.
This work contributes to the field of research examining videogame literacies in classrooms, especially in terms of the impact of bringing technologies typically engaged for entertainment into subject-English learning contexts. The study suggests that future research is needed to test the efficacy of the Framework, and to identify ways for teachers to respond to inevitable developments in the design features of videogames so that current and future iterations of videogames can be incorporated into schools for rigorous learning and teaching.

http://journal.jctonline.org/index.php/jct/issue/view/34/showToc
This paper explains a specific anticolonial feminism theoretical framework, which is utilized as a lens to enact a critical discourse analysis to uncover the ways white settler colonial ideology and discourse is (re)produced and subverted in the Ontario English curricula. This is important as the documents aim to be inclusive in their introductory goals, but throughout the documents’ expectations they (re)produce white settler colonial ideology and discourse. Although sometimes framed in problematic ways, there are opportunities within the curricula to subvert white settler colonial ideology and discourse. Overall, the paper brings to light the overt and covert ways in which the Ontario English curricula both (re)produces and subverts white settler colonial ideology and discourse and the importance of remaining in these uncomfortable spaces for reflection.

Ke’s book examines and reflects on English education in Taiwan from a global English perspective, starting with a discussion on globalization and global Englishes. English education in Taiwan has gone through various major transformations since the intensification of globalization after the 1990s. On one hand, children start to learn English ever earlier while on the other hand, the curriculum and materials in the vocational schools and at the tertiary level become diversified to meet various specific needs of English use. Internationalization of education has brought increasing numbers of international students, and the roles of English in Taiwan are changing constantly with the dynamic environment, from a foreign language to a lingua franca, medium of instruction, and an international language.

In his book, the author documents the historical development of education and the roles of English in Taiwan before reviewing curriculum reforms and changes in the past half century. He then presents teachers' and students’ perceptions on global Englishes. He proposes global Englishes pedagogies and his views on what changes can be made to textbooks, learning materials, entrance exams, translation, and the linguistic environment. Practical suggestions to English education in Taiwan in the globalizing context serve as tentative conclusion for the book.

Offering insights into English education and its relationship with globalization, Ke’s book will be useful to researchers and students in the fields of global Englishes and English education as well as offering practical pedagogical suggestions for English educators around the world.

The importance of notetaking for English for academic purposes (EAP) students and teachers is growing due to a rapid increase in the number of universities offering English as a medium of instruction (EMI) courses around the world (e.g. [Teng, H. C. 2011. "Exploring Note-taking Strategies of EFL Listenerst." Procedia-Social and Behavioral Sciences 15: 480-484.]). While there have been several studies on second language (L2) notetaking that focus on the types and styles of notes students take (e.g. [Siegel, J. 2016. "A pedagogic cycle for EFL note-taking." ELT Journal 70 (3): 275-286]; [Crawford, M. 2015. "A Study on Note Taking in EFL Listening Instruction." JALT2014 Conference Proceedings, Tokyo, JALT, 416-424]; Tsai and Wu 2010), student perspectives regarding their stated beliefs about and reported habits related to notetaking remain in need of further exploration. This paper reports on an investigation of notetaking from EAP students' perspectives. It presents the results of a cross-cultural survey on the views and habits expressed by Japanese (n = 256) and Swedish (n = 272) students. Findings from the study demonstrate the similarities and differences between students in the two countries in relation to notetaking in EAP courses.

The paper presents the findings from current research on the impact that the Curriculum and Assessment Policy Statement (CAPS) curriculum subjects have on two South African Schools in Gauteng province in South Africa. The aim is to present the impact of the CAPs subjects in the school. The study did a critical evaluation of each subject to elaborate on the importance and challenges in implementing the subjects and using a qualitative research method to collect data on a group of teachers and students on their opinion on the impact of CAPs subjects. The findings suggest that even though the curriculum is effective, it needs to be improved to close the gap between public and private schools. Private schools are currently benefiting the most from the subjects and how the curriculum is structured.

EDITORIAL
Oľga Zápotočná:
Pedagogy, Education and Society Today

ARTICLES
Anneli Frelin, Jan Grannäs:
The Production of Present and Absent Presences in Education

Metka Mencin Čeplak:
Heteronormativity: School, Ideology, and Politics

Jana Plichtová:
Scottish and Slovak University Student Discussions about Stigmatized Persons: A Challenge for Education – Moving towards Democracy and Inclusion

Ping Wang:
Perspectives on English Teacher Development in Rural Primary Schools in China

Gilbert S. Suzawa:
The Learning Teacher: Role of Ambiguity in Education

Zuzana Petrová:
To the Relevancy of Using Vygotsky´s theoretical Framework
to Legitimize the Dialogic Teaching/Learning

This research was aimed to find out the kind of errors and the dominant error at the first grade students of SMP Swasta Kartika 1-2 Medan in constructing negative and interrogative sentences by using simple present tense in academic year 2019/2020. In this research, the subject was only VII-3s’ class with 28 students in one class. This research was a qualitative research with a descriptive method. The data obtained from the errors made by the students in written test which consisted of 20 questions. In this study, the result of analyzed the data by calculating the errors, there were 554 case of errors with 4 types of errors made by the students in their written test of using simple present tense, they were: 197 (35,55%) case of errors on misformation; 177 (31,94%) case of errors on omission; 165 (29,78%) case of errors on addition; and 15 (2,70%) case of errors on misordering, where error of misformation as a type of dominant error.

This paper is based on a field study conducted among hundred students of various departments in the Trincomalee Campus (EUSL).  This study is based on a closed-structured questionnaire using random sampling technique following quantitative and informal interview methodology determining the discrepancy between the actual need of the student and the current English curriculum (which is seen as the felt need) so as to aid in material production in order to improve the erudition of English within the Trincomalee Campus premises.  This study projects the fact that most of the target audience belong to underprivileged sections of the society and have done their schooling through L1 whereas the medium of instruction of their undergraduate degree programme is in English and these students are not properly armed with language skills to undergo their studies.  The need analysis consists of 100 random samples from the 1st, 2nd, and 3rd year students of all departments as the target audience and this need analysis found out that students’ needs are to develop their skills in speaking and writing flawless English which is not rendered through their present syllabus.  Moreover providing a good comprehensive textbook as a fundamental yardstick was articulated since they are unable to purchase any good books in Sri Lanka due to the over-pricing issues.  The study reveals that the students’ feel the prescribed English curriculum is a farfetched one and does not cater to their immediate need.  Furthermore, this need analysis reveals that there is a gap between what the learner already knows and what is being taught to them and the need to bridge this gap.  In addition, the researcher also analysed various English curriculum which is in fact too open for the English teacher to exploit but at the same time putting the teacher into a fix on the subject matter to be delivered.  Most of the students opined that English teachers teach without a structure only keeping in mind the examination and question setting and most of the times there is no logical progression between classes and most of the things taught are already covered at school level making it less interesting.  Some students articulated that they need an English hour each day instead of having two classes covering 4hrs at a stretch in two days.  Students also articulated that they do not have enough reading materials like bestsellers housed in the library to develop their reading skills.  This paper also analyses that English is being taught under various course titles such as Technical English, Business English, General English, English for Communication and etc., projecting the fact to the world outside that ESP (English for Specific Purpose) is imparted.  The analysis of the above mentioned various ESP brings out the fact that the subject matter is one and the same as to that of any General English course and there are no ESP elements in it since they do not introduce the various registers needed to that particular field nor have they prescribed any special or particular course materials.  This study argues that ESP is a misnomer since the subject matter taught belongs to a General English level and just by adding a chapter or a few units to a General English syllabus will not make it ESP.  Moreover, when students’ English skills (LSRW) are far below average than the expected level, the erudition based on ESP becomes nullified creating unemployable graduates. Furthermore, as the consequence of providing free hands to the teachers to conduct the subject matter, the competency of teaching and the learning output vary, and in order to overcome this deviation, it is suggested to follow a prescribed textbook.  This paper also focuses on arguing that only after achieving the needed competency with regard to LSRW, an ESP course can be introduced.

As the demand for English has increased rapidly,
many people from different nations have been
learning English either for educational or professional
purposes. The need of people to learn English has
urged educationalists to deal with the question of
how to teach English more effectively and extensively.
In order to teach it, English language needs have
to be identified first. Although English is seen as a
vital tool for the Police/Cadets, their English language
needs have not been analyzed up to now. Therefore,
the purpose of this study is to identify the English
language needs of Police/Cadets.
The results revealed that learning English is seen as
very important for personal and professional development
and development in career for Police/Cadets.
All language skills were stated to be important
in learning English; but among the language skills
speaking and vocabulary were perceived as the most
needed skills for Police/Cadets. The respondents
expressed a need for emphasis on both general and
academic English. In the light of the findings, several
implications were put forward in terms of each
language skill for future curriculum developments
and an appropriate English program, which will
hopefully meet the English language needs of the
Police/Cadets in general.

This article presents a three-stage critique of the “schools approach” to teaching literary theory at the undergraduate level. First, it demonstrates the continued dominance of this approach both in teaching programs and in the textbook literature. Second, it discusses the approach’s pedagogical shortcomings. Third, it presents a teaching approach better suited to encourage active theoretical reflection.

This paper proposes a curriculum design and suggests some evaluation processes of a bridging preparatory English programme for
Chinese learners joining the international education system in a school in southern China. Taking into consideration the contextual
educational background of the learners and the desired language and social skills that the programme wants to enrich, this project
outlines the possible themes that can be used throughout the programme. Theoretical aspects of general curriculum design are tackled
and I attempt to link this to curriculum development in language learning. Moreover, by looking into some arguments on incorporating
global citizenship skills in education, I propose themes that may enhance the students’ global mindedness. This is important since the
target learners will be doing the International Baccalaureate Diploma Programme in high school and will consequently be leaving their
home country for overseas university studies. I have also included aspects of active learning approaches that can be utilized in the
English classes. Through this proposed curriculum and by exploring the literature, I attempt to present how language learning and
acquiring sociocultural awareness skills and other discourse mechanisms can be possibly achieved by prospective learners. In this paper,
I have also argued how active learning strategies should be advocated for most especially in language learning classes. Moreover, I
generally expect to achieve an understanding on how Chinese learners’ linguistic abilities have improved and to what extent and attempt
to link how active learning strategies have contributed to this development. However, since this curriculum design has not been
implemented yet I will not be able to report an evaluation but rather I attempt to address this stage by presenting some curriculum
evaluation mechanisms that involve various stakeholders.

Resumen El objetivo del presente estudio pretende analizar la selección de materiales curriculares didácticos y el papel que desempeñan en los procesos de enseñanza-aprendizaje. Antes de ello, se mencionará el concepto de análisis de necesidades a efectos de encontrar los mejores materiales que las puedan satisfacer. Se prestará especial atención a las posibilidades de selección, análisis y evaluación de materiales, en tanto que constituyen los principales medios de transmisión de los contenidos a los estudiantes intentando ayudarlos a desarrollar las competencias básicas establecidas en el Anexo I de la LOE. Se enfocará el presente estudio sobre materiales curriculares aplicados a la enseñanza de idiomas, hablando de las ventajas y desventajas de usarlos como recursos didácticos. Para finalizar, se expondrán algunas reflexiones en torno a la práctica docente, los libros de texto y materiales multimedia. Palabras clave: materiales curriculares, diseño y desarrollo del curriculum, enseñanza de inglés como lengua extranjera, recursos didácticos. Abstract The aim of this paper is to analyze the selection of didactic curriculum materials and the role they play in the processes of teaching and learning. Before that, we will look into the concept of needs analysis in order to find out the best materials that can be used. Special attention will be paid to the possibilities of selection, analysis and evaluation of materials, since they are the main means of transmission of contents to students trying to help them develop the basic skills set out in Annex I of the LOE. More specifically, this study will be focused on curricular materials applied to language teaching, discussing the advantages and disadvantages of using them as didactic resources. Finally, some reflections on teaching practice, textbooks and multimedia materials will be exposed. Keywords: curriculum materials, design and development of the curriculum, teaching English as a foreign language, didactic resources.

As New South Wales (NSW) bids farewell to the 2009–2014 Area of Study concept ‘Belonging’, this article summarises some critical reflections from English teachers on the main pedagogical issues encountered when using prescribed texts to teach ‘Belonging’ to both the Standard and Advanced English courses in contemporary classrooms. These reflections are convened under three areas for further consideration, which includes an analysis of the Area of Study (NSW Board of Studies English Stage 6 Syllabus), an examination of the prescribed texts listed, and the main challenges teachers have identified with using both the NSW English Stage 6 Syllabus and set prescribed texts to engage contemporary students. The discussions raised in this article can be considered by NSW educators when selecting texts and designing units of work for teaching the new 2015–2020 Area of Study concept ‘Discovery’.

This Handbook is a comprehensive overview of English language education in Bangladesh. Presenting descriptive, theoretical, and empirical chapters as well as case studies, this Handbook, on the one hand, provides a comprehensive view of the English language teaching and learning scenario in Bangladesh, and on the other hand comes up with suggestions for possible decolonisation and de-eliticisation of English in Bangladesh.

The Handbook explores a wide range of diverse endogenous and exogenous topics, all related to English language teaching and learning in Bangladesh, and acquaints readers with different perspectives, operating from the macro to the micro levels. The theoretical frameworks used are drawn from applied linguistics, education, sociology, political science, critical geography, cultural studies, psychology, and economics. The chapters examine how much generalisability the theories have for the context of Bangladesh and how the empirical data can be interpreted through different theoretical lenses.

There are six sections in the Handbook covering different dynamics of English language education practices in Bangladesh, from history, policy and practice to assessment, pedagogy and identity. It is an invaluable reference source for students, researchers, and policy makers interested in English language, ELT, TESOL, and applied linguistics.

Professional English is a mandatory module in all Chinese universities, being taught alongside the students major. However, students often find learning English somewhat tedious as it can seem disconnected from their major and aspirations for the future. To try to overcome this shortcoming we have introduced the use of creative science as a means of linking language learning to exploring futuristic technologies with the aim of fuelling their engagement with language learning while at the same time helping them acquire valuable creative-thinking skills. In this paper we describe a two year trial be conducted at Shijiazhuang University where we operated this scheme with two batches of students, reporting our findings which show this approach produces significant learning gains over traditional methods. Finally, we describe our plans for developing an online EFL facility based around an i-Lab n the form of a virtual spacestation.

This paper reports on a participatory action research project which used videogames as the central texts for play and study in a middle-years English classroom in Australia. Ongoing questions about the nature of subject English have often focused on the discipline's ability to accommodate twenty-first century literacies. Videogames, as increasingly popular and digital forms of texts, are often praised for their ability to engage students (Gee, 2003), yet less is understood about the pedagogies necessary to enable the rigorous study of these texts in classroom contexts. This study found while that existing conceptual and pedagogic models of subject English can be adopted and adapted to suit the unique affordances of this text type, issues associated with play and interactivity complicate the use of videogames in the classroom. It offers a new contribution to the evolving field of study associated with games as texts (Beavis, Dezuanni, and O'Mara, 2017). The study has implications for those seeking to engage more closely with students' textual worlds but unsure of how to negotiate videogames' intrinsic textual features.

The research is a descriptive evaluation study that aims to investigate the effectiveness of the course. It is based on the feedback of the students regarding the effectiveness of course contents, supplementary material, and tutorial support. A survey-based questionnaire was designed, which sought students' opinions about the above three areas. The questionnaire was administered to 24 students studying at one of the 26 study centers. The data have been analysed statistically/quantitatively as well as qualitatively. The study found out that the textbook needs to be revised/rewritten with the latest teaching techniques included in it. The supplementary material needs to be made more relevant, and the quality of printed and recorded material needs to be improved.