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CONTENTSixSusan Feez17 CURRICULUM EVOLUTION IN THE AUSTRALIANADULT MIGRANT ENGLISH PROGRAMDavid R. Hall18 MATERIALS PRODUCTION: THEORY AND PRACTICESimon Sergeant19 CALL INNOVATION IN THE ELT CURRICULUM208229240PART FOUREvaluating curriculum changePauline Rea-Dickins and I
IllustrationsFigures1.12.12.22.38.110.111.111.211.312.112.214.114.214.314.415.116.117.117.217.317.418.118.219.1The curriculumThree phases or perspectives on the curriculum processThree alternative ways of grouping learnersPlanning grid for general English courseBICS and CALPAn S-shaped diffusion curveIndividualization in large classesWorlcsheet 1: radio newsWorksheet 2: self-created clozeThe initial language program frameworkThe revised language program frameworkCultural continuityProfessionally constructed image of ‘the learner’Professionally constructed image of ‘the stakeholder’‘Us’ - ‘them’ configurationThe completed syllabus gridReflective practice model of professional education/developmentCertificates in Spolcen and Written English: curriculum structureOutcomes fov Certificate I in Spolcen and Written EnglishCompetency 13: Can write a short recountMethodology to support learners working towards CSW E outcomesWorksheet 1: student A onlyWorksheet 2: student B onlyPerceived program use10374144101122131132133139147170171172175187198217218219223234235244Tables2.12.22.3Learner roles in a learner-centered curriculumLearner-centeredness in the experiential content domainLearner-centeredness in the learning process domain283030
Page 2 and 3: Innovation in English Language Teac
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Page 7 and 8: FOV my parents, Ron and Anne HallSi
Page 9: V i i iCONTENTSPART TWOPolitical an
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Page 22: PART ONEDirections in curriculumcha
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Chapter 3Michael LewisLEXIS IN THE
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48 MICHAEL LEWISin language teachin
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50 MICHAEL LEWISSinclair advanced a
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52 MICHAEL LEWISto aid acquisition.
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54 MICHAEL LEWISmetaphorical usage
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56 MICHAEL McCARTHY AND RONALD CART
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62 MICHAEL MCCARTHY AND RONALD CART
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couldChapter 5Guy CookTHE USES OF C
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asveryremainsof language use is bet
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moclcratc,to68 GUY Cool
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70 GUY COOKSummers, D. and M. Runde
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72 ANN HEWINGS AND MARTIN HEWINGSar
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74 ANN HEWINGS AND MARTIN HEWINGSdo
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76 ANN HEWINGS AND MARTIN HEWINGSIt
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78 ANN HEWINGS AND MARTIN HEWINGSTa
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80 ANN HEWINGS AND MARTIN HEWINGSme
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82 ANN HEWINGS AND MARTIN HEWINGSrt
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PART TWOPolitical and institutional
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88 RONALD CARTERto persuade teacher
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90 RONALD CARTERIt is no semantic a
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92 RONALD CARTER‘Control’ 15 al
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94 RONALD CARTERcorresponds to a re
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1 of96 RONALD CARTER6.the workplace
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98 RONALD CARTERBibliographyCarter,
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100 GARY M. JONESTcihle 8. ICompuls
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102 GARY M. JONESpupils have an ins
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104 GARY M. JONESregard to short-te
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106 GARY M. JONESRevised syllabusAs
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Chapter 9Kimberley BrownWORLD ENGLI
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theoretic indigenization would invo
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112 KIMBERLEY BROWNidentifiable. To
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114 KIMBERLEY BROWNTable 9. IJourna
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116 KIMBERLEY BROWN5678Professional
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Chapter 10Numa MarkeeTHE DIFFUSION
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120 NUMA MARKEE“What”Innovation
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122 NUMA MARKEE“When”While some
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124 NUMA MARI
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~ 198611~ 1989.126 NUMA MARKEEESP.
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in128 ZAKIA SARWARPeople lcarn even
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130 ZAKIA SARWARVoluntary learningT
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132 ZAI
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signifying134 ZAI
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136 ZAI
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138 WILLIAM SAVAGE AND GRAEME STORE
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150 DEFENG LIis that Bachman takes
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152 DEFENG LImagazines, English nch
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154 DEFENG LIDificu1tie.s caused by
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156 DEFENG LIthink that \\as a good
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158 DEFENG LID@culties caused ty th
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160 DEFENG LICLT’s inadcquatc acc
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THE COMMUNICATIVE APPROACH IN SOUTH
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THE COMMUNICATIVE APPROACH IN SOUTH
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PART THREEPlanning and implementing
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170 ADRIAN HOLLIDAYsocially constru
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172 ADRIAN HOLLIDAYAmlirosc-Yeoh re
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174 ADRIAN HOLLIDAYscenarios in a p
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176 ADRIAN HOLLIDAYOne teacher reco
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Chapter 15Kathleen GravesA FRAMEWOR
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particularly,teachers180 KATHLEEN G
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182 I
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184 KATHLEEN GRAVESimmigrants in an
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186 I
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188 Icyond the constraints of the t
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190 KATHLEEN GRAVESconducted within
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192 KATHLEEN GRAVESnecessary. Teach
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545.194 KATHLEEN GRAVEShut . . .”
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196 I
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198 DAVID NUNANDespite the difficul
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200 DAVID NUNANTable 16.2 ’l’hc
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202 DAVID NUNANsuch as unhersity-ba
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204 DAVID NUNAN1 ’l’hrough thc
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206 DAVID NUNAN............Children
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Chapter 17Susan FeezCURRICULUM EVOL
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210 SUSAN FEEZ2.1 .-! The challenge
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212 SUSAN FEEZstretches of meaningf
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214 SUSAN FEEZAt the same time they
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in216 SUSAN FEEZThe writers of the
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218 SUSAN FEEZ12Can untlcrtakc the
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220 SUSAN FEEZ3.2.3 Spec!fic object
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222 SUSAN FEEZagainst the explicit
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224 SUSAN FEEZPhase 2: Modelling an
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226 SUSAN FEEZa methodology for pro
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228 SUSAN FEEZPainter, C. (1 985) L
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230 DAVID R. HALLTheoryThe need to
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thethe232 DAVID R. HALLway in which
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234 DAVID R. HALLA communicative ap
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236 DAVID R. HALLA genre-based appr
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238 DAVID R. HALL“word”and grad
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Chapter 19Simon SergeantCALL INNOVA
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242 SIMON SERGEANTattention.Technoc
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244 SIMON SERGEANTStor) boardGapmas
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246 SIMON SERGEANT\vhich produce as
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248 SIMON SERGEANTAppendix: value-a
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PART FOUREvaluating curriculum chan
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254 PAULINE REA-DICKINS AND KEVIN G
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262 PAULINE REA-DICKINS AND I
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264 DAVID R. CARLESS2 Review of sel
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of266 DAVID R. CARLESSaged 6-7 year
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268 DAVID R. CARLESSTable 21. IExce
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270 DAVID R. CARLESSteachers. The f
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272 DAVID R. CARLESSIn other \vortl
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274 DAVID R. CARLESSClark, J., Scar
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276 JOAN LESII
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278 JOAN LESIKINThe participant rol
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280 JOAN LESIKINthe ratio of 40: 10
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282 JOAN LESII
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Indexabilities 16accountahilitj 2 5
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286 INDEXexpantling 145-6Expanding
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288 INDEXparticipant roles 277 8, 2
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