3 SKS
Compiled by Dr. Rudi Hartono, S.S., M.Pd.
PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS
FAKULTAS BAHASA DAN SENI
UNIVERSITAS NEGERI SEMARANG
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PREFACE
In the name of Alloh the Beneficent and the Merciful. The Alloh’s Blessing may be upon the Prophet Muhammad Peace be up to him. Thank God this handout has been finished to write and introduce to all users, lecturers and students.
This work is designed to fulfill the subject of English for Various Instructions demand for lecturing activities and one of learning resources for students to study. It has 16 chapters that are divided into 7 chapters (Chapter 1-7) given before the Midterm Test (Chapter 8) and 7 chapters (Chapter 9-15) preceded before the Final Test.
This handout consists of theoretical foundations of English for Various Instructions, such as New Paradigms in English Teaching and Learning in Indonesia, The roles of English language in Indonesian contexts (at schools and universities), Character-Building and English Education in Indonesia, Observing the documents: curriculum, syllabus, lesson plan of internasional schools, colleges, and universities, observing the teaching and learning process included the material, media, process, and evaluation, preparing the presentation of the result of the observation on the documents and the teaching learning process, and the improvement realized in mini teaching, presenting the observation results, presentation and discussion, giving feedback to all presentations, giving recommendation and solutions to teachers and school managers, preparing and discussing how to write a seminar paper based on what they have observed, presented, improved by considering the input from the participants of the discussion, preparing and discussing how to write a journal paper based on what they have observed, presented, improved by considering the input from the participants of the discussion, and making an academic paper about problem solving based on the school observation.
May this handout be useful for lecturers and students of English for Various Instructions.
Semarang, February 10, 2017
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SUBJECT DESCRIPTION
Graduate Learning Outcome
Acquiring the knowledge of English for Various Instructions and being able to implement it at school levels and universities.
Subject Learning Outcome
Students acquire the knowledge of English for Various Instructions, have good attitudes, behaviors, and habits and are skillful in using English at various levels of education from elementary schools to universities.
Subject Description
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TABLE OF CONTENTS
PREFACE
TABLE OF CONTENTS
CHAPTER 1 The Importance of Studying English for Various Instructions
CHAPTER 2 New Paradigms in English Teaching and Learning in Indonesia
CHAPTER 3 The Roles of English Language in Indonesian Contexts CHAPTER 4 Character-Building and English Education in Indonesia
CHAPTER 5 Curriculums of International Schools/Colleges/Universities CHAPTER 6 Syllabuses of International Schools/Colleges/Universities CHAPTER 7 Lesson Plans of International
Schools/Colleges/Universities CHAPTER 8 Lesson and Teaching Materials CHAPTER 9 Teaching and Learning Media CHAPTER 10 Teaching and Learning Process
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CHAPTER I
The Importance of Studying English for Various Instructions
A. Four Reasons Why Learning English Is So Important
1. English may not be the most spoken language in the world, but it is the official language in a large number of countries. It is estimated that the number of people in the world that use in English to communicate on a regular basis is 2 billion!
2. English is the dominant business language and it has become almost a necessity for people to speak English if they are to enter a global workforce, research from all over the world shows that cross-border business communication is most often conducted in English. Its importance in the global market place therefore cannot be understated, learning English really can change your life.
3. Many of the world’s top films, books and music are published and produced in
English. Therefore by learning English you will have access to a great wealth of entertainment and will be able to have a greater cultural understanding.
4. Most of the content produced on the internet (50%) is in English. So knowing English will allow you access to an incredible amount of information which may not be otherwise available!
Although learning English can be challenging and time consuming, we can see that it is also very valuable to learn and can create many opportunities!
Eastbourne school of English is a not-for-profit school, this means that all our profits are re-invested in the school, our purpose is to provide the highest possible quality in English language teaching.
Taken from http://www.elc-eastbourne.co.uk/blog/4-reasons-why-learning-english-is-so-important/
B. The Importance of the English Language in Today's World
Language
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There are thousands of languages in this world. Countries have their own national languages in addition to a variety of local languages spoken and understood by their people in different regions. Some languages are spoken by millions of people, others by only a few thousand.
Map of countries where English is either the national language or an official language.
Why Learn English?
English was originally the language of England, but through the historical efforts of the British Empire it has become the primary or secondary language of many former British colonies such as the United States, Canada, Australia, and India. Currently, English is the primary language of not only countries actively touched by British imperialism, but also many business and cultural spheres dominated by those countries. It is the language of Hollywood and the language of international banking and business. As such, it is a useful and even necessary language to know.
English is the International Common Tongue
There are several factors that make the English language essential to communication in our current time. First of all, it is the most common foreign language. This means that two people who come from different countries (for example, a Mexican and a Swede) usually use English as a common language to
communicate. That’s why everyone needs to learn the language in order to get in
touch on an international level. Speaking it will help you communicate with people from countries all over the world, not just English-speaking ones.
Education
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find many syllabi in science and engineering are written in English. Because it is the dominant language in the sciences, most of the research and studies you find in any given scientific field will be written in it as well. At the university level, students in many countries study almost all their subjects in English in order to
The Internet and Press
On the Internet, the majority of websites are written and created in English. Even sites in other languages often give you the option to translate the site. It's the primary language of the press: more newspapers and books are written in English than in any other language, and no matter where in the world you are, you will find some of these books and newspapers available. In fact, because it is so dominant in international communication, you will find more information regarding nearly every subject if you can speak this language.
Resources Make Learning English Easy
Although many people think that it is very difficult and confusing, English is actually the easiest language of the world to learn because there are so many resources available. As soon as you decide you want to learn, there are thousands of resources on the Internet and in bookstores. I'm not just talking about lessons and grammar books. You can supplement traditional learning materials with children's TV shows and books. I suggest watching as much TV as you can, in English with English subtitles, and you will pick up conversational English in no time.
Travel and Business
With good understanding and communication in English, you can travel around the globe. Because it is the international language for foreigners, it's easy to get assistance and help in every part of world. You can test it by online travel. Any travel booking site you can find will have English as a booking option.
English skills will also help you in any business venture you choose to follow. If you visit some offices, companies, governmental organizations, or even math or engineering companies, you will see the importance of English. Any big company will hire their professional staff after getting to know whether the people they are hiring are good at English or not. Companies who want to function at an international level only consider their staff well educated if they are good English speakers, writers, and readers.
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The importance of learning English cannot be overstated in an increasingly
interconnected and globalized world. For the millions of immigrants who travel the world from non-English-speaking countries every year, learning to communicate in English is important to enter and ultimately succeed in mainstream English
speaking countries. Working knowledge of the English language can create many opportunities in international markets and regions.
International Language
English is the fourth most widely spoken native language in the world, and in terms of sheer number of speakers, it is the most spoken official language in the world. It is the primary language used in international affairs. The English language has official status even in nations where it is not the primary spoken language. English is indisputably the primary language of global trade and commerce. In many countries, most tourism authorities and other officials in contact with the public speak English to interact and engage with tourists and immigrants.
Digital Age
While progress has been made in language-translation software and allied technologies, the primary language of the ubiquitous and all-influential World Wide Web is English. English is typically the language of latest-version applications and programs and new freeware, shareware, peer-to-peer, social media networks and websites. Software manuals, hardware-installation guides and product fact sheets of popular consumer electronics and entertainment devices usually are available in English first before being made available in other languages.
Higher Learning
In universities and colleges in Great Britain, the Unites States, Canada, Australia, New Zealand and Singapore, which attract the most number of international students, the primary language of instruction is English. Most of the top business schools, medical centers and advanced-study institutes are located in North America and Great Britain, and English is the language used in every activity at these institutions of higher learning. Most peer-to-peer journals and technical periodicals that give international acclaim to scientists, engineers, technologists, and technocrats are printed in English.
Anglo-Saxon Influence
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widespread acceptance of American pop culture also has contributed to the primacy of the English language. A working knowledge of English is important for diplomats and high-ranking officials in such major countries as Germany, Japan, France, South Korea, Brazil, Italy, and Russia so they can better understand the nuance and craft of global affairs and international diplomacy.
Job Opportunities
Knowing English opens job and employment opportunities in many countries and markets. Multilateral institutions and agencies in the four United Nation cities of New York, Vienna, The Hague and Geneva recruit professionals with multilingual skills but also expect the candidates to have good English-speaking skills. The Commonwealth of Nations, made up of 50-plus countries that were former British colonies or dependencies, also offers numerous employment opportunities to those who understand and communicate in English.
Taken from http://www.inlinguamalta.com/blog/the-importance-of-learning-english/
10 Reasons to Learn English
by Carmen Santillana
Learning English is important and people all over the world decide to study it as a second language. Many countries include English as a second language in their school syllabus and children start learning English at a young age.
However, do you know why learning English is so important? Here are ten good
reasons to take an English language course.
1. English is the most commonly spoken language in the world. One out of five people can speak or at least understand English!
2. English is the language of science, of aviation, computers, diplomacy, and tourism. Knowing English increases your chances of getting a good job in a multinational company within your home country or of finding work abroad.
3. English is the official language of 53 countries. That is a lot of people to meet and speak to.
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4. English is spoken as a first language by around 400 million people around the world.
5. English is the language of the media industry. If you speak English, you
won’t need to rely on translations and subtitles anymore to enjoy your
favourite books, songs, films and TV shows.
6. English is also the language of the Internet. Many websites are written in English – you will be able to understand them and to take part in forums and discussions.
7. English is based on a simple alphabet and it is fairly quick and easy to learn compared to other languages.
8. English is not only useful — it gives you a lot of satisfaction. Making progress feels great. You will enjoy learning English, if you remember that every hour you spend gets you closer to perfection.
9. Since English is spoken in so many different countries there are thousands of schools around the world that offer programmes in English. If you speak English, there’re lots of opportunities for you to find an appropriate school
and course to suit your academic needs.
10. Because it’s fun! By learning English, you will also learn about other
cultures. Few experiences will make you grow as a person more than learning the values, habits and way of life in a culture that is different from yours.
Taken from http://www.experienceenglish.com/social-english/articles/10-reasons-learn-english
C. English for Specific Purposes
English for Specific Purposes: What does it mean? Why is it different?
By Laurence Anthony
1. Growth of ESP
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and in the number of ESP courses offered to overseas students in English speaking countries. There is now a well-established international journal dedicated to ESP discussion, "English for Specific Purposes: An international journal", and the ESP SIG groups of the IATEFL and TESOL are always active at their national conferences.
In Japan too, the ESP movement has shown a slow but definite growth over the past few years. In particular, increased interest has been spurred as a result of the Mombusho's decision in 1994 to largely hand over control of university curriculums to the universities themselves. This has led to a rapid growth in English courses aimed at specific disciplines, e.g. English for Chemists, in place of the more traditional 'General English' courses. The ESP community in Japan has also become more defined, with the JACET ESP SIG set up in 1996 (currently with 28 members) and the JALT N-SIG to be formed shortly. Finally, on November 8th this year the ESP community came together as a whole at the first Japan Conference on English for Specific Purposes, held on the campus of Aizu University, Fukushima Prefecture.
2. What is ESP?
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Definition of ESP (Dudley-Evans, 1997)
Absolute Characteristics
1. ESP is defined to meet specific needs of the learners.
2. ESP makes use of underlying methodology and activities of the discipline it serves.
3. ESP is centered on the language appropriate to these activities in terms of grammar, lexis, register, study skills, discourse and genre.
Variable Characteristics
1. ESP may be related to or designed for specific disciplines
2. ESP may use, in specific teaching situations, a different methodology from that of General English
3. ESP is likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation. It could, however, be for learners at secondary school level
4. ESP is generally designed for intermediate or advanced students.
5. Most ESP courses assume some basic knowledge of the language systems
The definition Dudley-Evans offers is clearly influenced by that of Strevens (1988), although he has improved it substantially by removing the absolute characteristic that ESP is "in contrast with 'General English'" (Johns et al., 1991: 298), and has included more variable characteristics. The division of ESP into absolute and variable characteristics, in particular, is very helpful in resolving arguments about what is and is not ESP. From the definition, we can see that ESP can but is not necessarily concerned with a specific discipline, nor does it have to be aimed at a certain age group or ability range. ESP should be seen simple as an 'approach' to teaching, or what Dudley-Evans describes as an 'attitude of mind'. This is a similar conclusion to that made by Hutchinson et al. (1987:19) who state, "ESP is an approach to language teaching in which all decisions as to content and method are based on the learner's reason for learning".
3. Is ESP different to General English?
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studying English, would rarely conduct a needs analysis to find out what was necessary to actually achieve it. Teachers nowadays, however, are much more aware of the importance of needs analysis, and certainly materials writers think very carefully about the goals of learners at all stages of materials production. Perhaps this demonstrates the influence that the ESP approach has had on English teaching in general. Clearly the line between where General English courses stop and ESP courses start has become very vague indeed.
Rather ironically, while many General English teachers can be described as using an ESP approach, basing their syllabi on a learner needs analysis and their own specialist knowledge of using English for real communication, it is the majority of so-called ESP teachers that are using an approach furthest from that described above. Instead of conducting interviews with specialists in the field, analyzing the language that is required in the profession, or even conducting students' needs analysis, many ESP teachers have become slaves of the published textbooks available, unable to evaluate their suitability based on personal experience, and unwilling to do the necessary analysis of difficult specialist texts to verify their contents.
4. The Future of ESP
If the ESP community hopes to grow and flourish in the future, it is vital that the community as a whole understands what ESP actually represents. Only then, can new members join with confidence, and existing members carry on the practices which have brought ESP to the position it has in EFL teaching today. In Japan in particular, ESP is still in its infancy and so now is the ideal time to form such a consensus. Perhaps this can stem from the Dudley-Evans' definition given in this article but I suspect a more rigorous version will be coming soon, in his book on ESP to be published in 1998. Of course, interested parties are also strongly urged to attend the next Japan Conference on ESP, which is certain to focus again on this topic.
Taken from http://www.laurenceanthony.net/abstracts/ESParticle.html
What is English for Specific Purposes?
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ESP programs differ from general English language courses and contain the following characteristics:
1. Designed to meet the specific needs of the learners.
2. Related in content (themes and topics) to particular disciplines or occupations. 3. Use authentic work-specific documents and materials.
4. Promote cultural awareness and seeks to improve intercultural competency. 5. Deliver intermediate and advanced level language training.
ESP at the University of Winnipeg
The English for Specific Purposes (ESP) Program offers classes that focus on developing the language skills needed for success on the job or in post-secondary.
The ESP program at the University of Winnipeg (UW) is composed of two streams; English for Professional Purposes (EPP) and English for Academic Purposes (EAP). We also offer a Foundations for ESP course, which prepares students to enter either stream.
Foundations for English for Specific Purposes
This course is designed for students with a CLB level 5-6 who intend to move on to CLB level 7 courses in ESP at UW. Learn more
English for Professional Purposes (EPP)
These courses focus on the development of job-specific English language communication skills for those who seek to enter or advance in their professions. To be eligible for EPP courses, you must have a Canadian Language Benchmark of 7 or 8. Learn more
English for Academic Purposes (EAP)
If you plan to pursue a degree or diploma at a post-secondary institution, and English is not your first language, this program can help you develop your academic communication skills. In addition, successful completion of our Academic Writing course also meets the language requirement of UW. To be eligible for EAP courses, you must have a Canadian Language Benchmark of 7 or 8.
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CHAPTER 2
New Paradigms in English Teaching and Learning in Indonesia
Paradigm is a model or pattern for something that may be copied or a theory or a
group of ideas about how something should be done, made, or thought about
(http://www.learnersdictionary.com/definition/paradigm).
A. Blended Learning
Definition of Blended Learning
Did you know that our present K-12 students were born after the World Wide Web came out in 1991? Imagine how technology has made their childhoods vastly different from yours. Today's 14-year-old was born in 2001, the same year a human received the first artificial heart. In 2007, more babies where born in the U.S. than at any other time in our history. But what will 2007 be remembered for? The first iPhone. Our K-12 students only know a life with technology, so you can see why blended learning is not a trend but the new pedagogy.
Blended learning is a mix of e-learning with classroom instruction. Both
environments are partly or fully supervised, depending on the model. It is not a simple matter of using more technology in the classroom or assigning homework that requires using the Internet or other technologies. Blended learning is a more robust teaching model that is adopted by a school or an individual classroom. It is still formal learning, as students are assessed on what they learned both online and face-to-face.
Desirable Qualities of Blended Learning
The most obvious reason why schools and teachers enjoy a blended learning model is that it increases engagement. More than half of children 8-12 years old have a phone or smartphone, which is like having a handheld computer. With blended learning students can use their smartphones for classroom activities and learn online at their own pace.
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to the content. Many learning styles are stimulated through various technologies and digital media, helping the students comprehend, retain, and apply information.
Models
Face-to-Face Driver Model: This is a 'softer' approach to blended learning. The
lecture will always be in-person. An individual teacher will add content online to support the curriculum. For example, in-class lectures are supported by supplementary lectures and virtual world activities found online.
Rotation Model: The rotation model is a fixed schedule of in-classroom and online
instruction. It alternates between an in-classroom lecture supported by online study and an online lecture with supporting classroom activities. For example, in week 1, students will have face-to-face lectures and activities will be online. In week 2, students will watch online lectures and the classroom will be used for activities.
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3 Flex Model: Students learn primarily online, while the classroom is used for tech
support.
Online Lab Model: Courses are taught fully online but supervised by an adult in
the physical classroom.
Self-Blend Model: Students take extra courses online. This is common for
students wanting to take advanced courses for college or at-risk students who need extra coursework to graduate.
Online Driver Model: This is also taught fully online. It is self-paced with teachers
checking in on a student and providing support as needed.
Ways to integrate
Implementing a blended learning environment is not something you can do alone. It is an overhaul of the traditional classroom that requires additional technologies, technical support, and the understanding of both students and parents about how it will work. If you are past the initial phase and are ready to blend your classroom, here are few common activities that happen online and in the classroom.
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B. Flipped Classroom
What is the 'Flipped Classroom'?
The flipped classroom describes a reversal of traditional teaching where
students gain first exposure to new material outside of class, usually via reading or lecture videos, and then class time is used to do the harder work of assimilating that knowledge through strategies such as problem-solving, discussion or debates. (Vanderbilt University, Center for Teaching).
The term flipped classroom was popularised by teachers Aaron Sams and Jon
Bergman from Woodland Park High School, Colorado in 2007 in response to a realisation that class time would be best spent guiding knowledge and providing feedback rather than delivering direct instruction. Bergman and Sams (2012) reasoned that direct instruction could be delivered by recording video content for students to engage with before class (and any time) freeing up class time for activities that allow deeper exploration of content.
The key purpose of the flipped classroom is to engage students in active learning where there is a greater focus on students' application of conceptual knowledge rather than factual recall (See Diagram 1).
Diagram 1: Learning opportunities of the flipped classroom (adapted from Gerstein)
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The role of technology
The growing accessibility and sophistication of educational technologies opens up increasing possibilities for students to explore, share and create content. Technology can support flipped classrooms throught he following affordances:
Capture content for students to access at their own convenience and to
suit their pace of learning (e.g. lecture material, readings, interactive multimedia),
Curate content for students to gather their own resources.
Present learning maerials in a variety of formats to suit different learner
styles and multimodal learning (e.g. text, videos, audio, multimedia),
Provide opportunities for discourse and interaction in and out of class
(e.g. polling tools, discussion tools, content creation tools),
Convey timely information, updates and reminders for students (e.g
micro-blogging, announcement tools),
Provide immediate and anonymous feedback for teachers and students
(e.g. quizzes, polls) to signal revision points,
Capture data about students to analyse their progress and identify ‘at risk’
students (e.g. analytics).
Taken from http://www.uq.edu.au/teach/flipped-classroom/what-is-fc.html
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CHAPTER 3
The Roles of English Language in Indonesian Contexts
By Mochtar Marhum
English is the first foreign language now being taught in Indonesia. It is based on the Regulation of Ministry of Education and Culture No.096/1967 (Kartono, 1976: Alwasilah, 1997) regulating the status and function of English. It has been used as the first foreign language in Indonesia since 1955. Halim (1976, p.146) argued that English has some official functions in Indonesia: (1) Means of communication among nations, (2) means of development supporter of Indonesian language to become modern language, and (3) means of science and technology transfer for national development.
English has several functions in the globalization era. First, many nations all over the world have a growing rate of interdependence (Crystal, 1994; Pennycook, 1994; Alwasilah, 1997). International relations are not limited to the economic and political area, but also operate in many other aspects of life. Their functions include the establishment of close relations with other nations and the implementation of foreign policy based on the Regulation of the Ministry of Education, NO 096/1967. Thus, in general, foreign languages function as a means of global communication in all aspects of life.
Second, globalization brings about an increase in international competition. The mastery of science and technology becomes the key to winning the competition. For that reason, English should function as an instrument of applying and advancing science and technology to accelerate the developmental process (Crystal, 1997; Ingram, 1993). This function includes that of acquisition, use and development in a general sense. This functional covers the use of English as an instrument of development that supports the use of Indonesian as a modern language (Alwasilah, 1997; Huda, 2000).
According to historical records, following the independence of the Republic of Indonesia, the Dutch language was replaced by English as the first foreign language, and has been recognized as such in Indonesia since 1955 (Alisjabana, 1976; deHan, 2003). Since the 1980s, English has been considered to be the most
important foreign language in Indonesia. The government’s and community’s
interest in English has been growing since the early 1990s (Alwasilah, 1997; Supriadi, 1999). This position of English can be traced from government
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of the State Policy) 1983 and 1988, foreign language policy was not incorporated. However, in the GBHN 1993, the policy on foreign languages, particularly English, was clearly stipulated. The policy relate to the use and mastery of English. In1988, Government Regulation No. 55, 56 and 57/1988 changing Government Regulation No. 28, 29/990 was introduced. It confirmed the use of English in schools. Moreover, Government Regulation of No 57/1957/1988 confirmed the use of English as a foreign language and as a means of communication in the university. Subsequently, it was incorporated into Government Regulation No 60/1999 on the use of English in all higher education. Alwasilah (1997, p.89) suggested that the need for mastery of English in the globalization era was absolutely necessary. Inaddition, it would be ideal if the mastery of English became the mastery of second language. Yet, there were several obstacles that would necessarily been countered. Abas(1987), argued that it had to conform the national interest which gave high priority to the development of the Indonesian language as a national language of unity and unification.
Taken from
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CHAPTER 4
Character-Building and English Education in Indonesia
Definition
What is character-building? It is improving certain good or useful traits in a person's character, esp self-reliance, endurance, and courage.
(https://www.collinsdictionary.com/dictionary/english/character-building)
Activities for Building Student Character, School Community
In an already packed school day, finding time for character education can be a challenge. Most of these ideas can be worked seamlessly into the school day to build student character and to develop a sense of community in your school.
With all of the things that your school does for its students, how does it address one of its primary objectives--not just teaching students, but helping them to become good people? Every school can set a tone of honesty, respect, and kindness toward others. To help you get started, explore these ideas.
Pillars of Character
The first and most important advice for those who want to build character in students--and a sense of community in their school--is to focus on the Six Pillars of Character. These "pillars"-- identified by the Josephson Institute of Ethics--are trustworthiness, respect, responsibility, fairness, caring, and citizenship. Other resources sometimes also include three additional qualities: courage, diligence, and integrity.
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The following ideas are organized by the trait they most closely address. Because the traits are interrelated, the activities often support more than one aspect of good character.
Trustworthiness
In Character Count's Values Jar activity, students are rewarded with a marble placed in a jar when one (or more) of them is spotted "practicing a pillar." Emphasis is on the quality of the act, not on quantity. The group is rewarded with a special treat when the jar is filled. Trustworthiness plays an especially important role in this project because the acts that are recognized must be authentic and well meaning, not exclusively the means to an end.
Have the students illustrate the Josephson Institute's aspects of trustworthiness through art. These aspects are honesty (in what you say and do), integrity, reliability, and loyalty. Post their reflections on these concepts with the artwork around the school.
Establish a "board game bank" to which students donate board games, especially those that reinforce strategy skills and educational concepts. Students can borrow games overnight or for weekends. Students may operate the bank and track its progress.
The Center for Character Development shares a lesson called Building Trustworthiness that uses a wall built of empty shoeboxes to represent the aspects of character and illustrate the value of each pillar. This can be used to introduce the concepts, and then the school might establish a "wall of character"--with shoeboxes or in paper form on a bulletin board -- that contains specific acts of character that groups of students have performed.
Respect
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Organize a corps of peer helpers for new students. These helpers may serve as friends or even tutors. They might generate "guides" to the school for newcomers, with rules, a map, insider "tips," important dates to remember, and more.
Invite guests to speak about positive character traits. Students may ask informed, thoughtful questions. The experience will reinforce the importance of good manners and respectful tone when dealing with guests and authority figures.
Bullying shows a complete disregard for the respect of others, and often their property. Give students the help they need to avoid conflict and handle it when it does occur. Sharing advice in the form of a message board in a common area, a newsletter, or in announcements can be effective. For some suggestions about what kids need to know, see Tips for Keeping the Peace and Bullying Advice for Kids. The PBS resource It's My Life also offers information about bullies in a kid-friendly form. These resources even help those who bully to identify themselves and alter their behavior.
Responsibility
Ask students to write pledges for the character traits that describe how they will fulfill their promise to follow each pillar. Then have them sign the pledges. Keep the signed pledges on file and refer to them when behavior doesn't reflect the pillars of character.
Set up a peer-tutoring program. Tutoring may occur during, before, or after school and may feature students working with partners in the same grade or another.
Increase the number of jobs students may perform at school. Some ideas include making morning and afternoon announcements; helping the school nurse; assisting in the library, office, or other locations; turning in attendance forms and carrying out other daily tasks between classrooms and the office or cafeteria; and serving as safety patrols.
Offer training to youth leaders--such as class officers, student council members, and committees--and explain what is expected of them in those roles. Highlight the leaders' responsibilities to their fellow students as examples of good character.
Fairness
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When appropriate, students can help to design the rules and choose the consequences of violations.
Focus on and reward academic integrity. Encourage students to complete all of their assignments and do their own work, and show them how to properly cite the ideas of others. Consider an "Honest Abe" or "Worker Bee" award for those who do their individual best.
How do your school's sports teams and other groups reflect on your school? Have coaches and supervisors share their character and team building suggestions.
Instruct students who generate the school paper to seek journalistic integrity--attention to detail, fairness, accuracy, and balance--in what they report. Editorials and articles should be clear in what is fact and what is opinion. The writers should proudly put their names on every article they publish.
Caring
The Random Acts of Kindness Foundation provides Educator Resources including project ideas such as RAK Sightings!, which gives students and staff the
opportunity to secretly submit students' random acts of kindness and then rewards the doers with special certificates.
Have students identify a need in the school or community and develop a plan to help. This might take the form of a book and magazine drive for a retirement home, crocheting hats and blankets for newborns, or another project that displays care for others.
Structure volunteer programs within the school, such as opportunities for students to help out in life skills classes, read or tutor young children, assist in the computer lab, aid students in the library, provide support to students who are recovering from an injury or dealing with a medical condition, or gather work for students who miss school.
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Citizenship
Follow the news. Share stories from your own community and the national news headlines about people who possess the character traits. Ask local leaders to address the students. The Giraffe Heroes Web site has a wonderful collection of Giraffe Profiles that is rich in stories of real people who personify good character and would be an ideal library from which to select tales to share with students.
Plan, or have your students organize, patriotic events. The Cleveland County Schools suggest a "Red, White, and Blue Day" and other events could be held around patriotic holidays. You might schedule a concert that features patriotic musical selections by a band or chorus. Readings of quotes or stories about the presidents can also be shared as part of the school day, particularly near the time of President's Day.
Involve students in beautification and/or environmental projects around the school and in the community. Local environmental organizations might invite students to join in water testing or ask for their assistance in constructing bat houses or bird nesting boxes, cleaning community parks, and more.
Help community members who are in need with clothing and/or food drives. Some children's clothing may be reserved for students within the school who may need it.
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CHAPTER 5
Curriculums of International Schools/Colleges/Universities
An international school is a school that promotes international education, in an
international environment, either by adopting a curriculum such as that of the International Baccalaureate, Edexcel or Cambridge International Examinations, or by following a national curriculum different from that of the school's country of residence.
These schools cater mainly to students who are not nationals of the host country, such as the children of the staff of international businesses, international organizations, foreign embassies, missions, or missionary programs. Many local students attend these schools to learn the language of the international school and to obtain qualifications for employment or higher education in a foreign country. The first international schools were founded in the latter half of the 19th century in countries such as Japan, Switzerland and Turkey. Early international schools were set up for families who traveled, like children of personnel of international companies, international organizations, non-governmental organizations (NGO), and embassy staff. The schools were established with the people and organizations having large interests in the hosting nation: for instance, American diplomats and missionaries often set up schools to educate their children; children of American military and army families often attended Department of Defense Dependents Schools (DoDDS); French diplomats and business families founded similar schools based on the French curriculum.[citation needed]
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Glance report in Paris.[2] Increased movement of people around the globe has
created a generation of children growing up and residing in foreign countries, creating and expanding this market for international schools that can cater for their educational needs.[citation needed][3]
In April 2007 there were 4,179 English-speaking international schools, which was expected to set to rise with globalisation. In New Delhi worldwide entries for the University of Cambridge International General Certificate of Secondary Education (IGCSE) June 2009 examination session are up by almost 20% on the same session last year. The strong growth confirms the status of Cambridge IGCSE as the world's, and India's, most popular international curriculum for 14- to 16-year-olds, indicating that despite the global financial crises education is still a valued investment. International schooling allows children to become global citizens by providing a rigorous and comprehensive education with full immersion into multiple languages and cultures.
At a conference in Italy in 2009 the International Association of School Librarianship came up with a list of criteria for describing an international school, including:[5]
Transferability of the student's education across international schools.
A moving population (higher than in state schools or public schools).
Multinational and multilingual student body
An international curriculum.
International accreditation (e.g. Council of International Schools, International Baccalaureate, North Eastern Accrediting Commission for Schools, Western Association of Schools and Colleges).
A transient and multinational teacher population.
Non-selective student enrollment.
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International schools typically use curricula based on the school's country of origin. The most common international schools represent Education in the United Kingdom or Education in the United States. Many international schools use curricula specially designed for international school such as the International General Certificate of Secondary Education or the IB Diploma Programme that are all predominantly committed to internationalism, developing the global citizen, providing an environment for optimal learning, and teaching in an international setting that fosters understanding, independence, interdependence, and cooperation.[citation needed]
Like other schools, international schools teach language arts, mathematics, the sciences, humanities, the arts, physical education, information technology, and design technology. More recent developments specifically for primary school include the IB Primary Years Programme (PYP). There are currently 3063 schools offering the international baccalaureate curriculum in the world.[6]
For expatriate families, international schools allow some continuity in
education and most prefer to stay in the same curriculum, especially for older children. Relocation services and institutions like School Choice International can help families choose the right school and curriculum for their child.
Taken from https://en.wikipedia.org/wiki/International_school
The differences between international and national schools
Do you know the difference between international and national schools? If not, then read on!
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If you are a teacher considering working overseas and wondering what differentiates an international from a national school, here are some of the top differences:
1. International curriculum options
An international school provides a curriculum that is not the national curriculum of the country it is located in. Instead, it may offer an international curriculum, such as the International Baccalaureate (within which there is the Primary Years Program - PYP, the Middle Years Program - MYP, and the IB Diploma Program - IBDP) or the International Primary Curriculum (IPC) and/or International Middle Years Curriculum (IMYC). It may also offer the national curriculum of another country. The most common national curricula used in international schools are the National Curriculum of England, or an American curriculum, or adapted versions of these. The National Curriculum of England is very common in international schools, but is very often adapted to make it more relevant to an international student population and appropriate for the host country – this may mean including
relevant learning references to the country’s history and culture.
2. Teaching students who use English as a second or third language
Most international schools use English as the language of learning. However, it is very likely that many of the children in the school will speak it as a second or third language. This means that teachers will need to adapt the way they teach to ensure they engage all children and fully support the EASL learners. This is an excellent skill to acquire and is highly valued by recruiters in international schools as well as many national schools where there are a growing number of EASL students.
3. Working with teachers from across the world
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melting pot of nationalities, with many opportunities for the staff to share techniques in pedagogy.
4. Smaller class sizes and engaged students
International schools are generally fee-paying and keep class sizes small; typically no more than 20 students. For many local students, getting an international school education is a top priority for their families and a large portion of the family income may be dedicated to it. Parents hope that this will help their children achieve a place at an English-speaking university and, ultimately, the best career options. As a result, most local students attending international schools are very motivated and want to learn.
5. Professional Development occurs from within
External professional development opportunities for international school teachers can be quite limited or highly expensive because international schools are spread far and wide, with some schools are very isolated. Much professional development occurs internally, either by a visiting trainer or led by one of the staff members. The international diversity of the staff means that best practice from many different countries can be shared and incorporated.
6. Short-term contracts enable the chance to teach in many countries
One very appealing aspect of teaching overseas in an international school is the chance to work in a number of different countries. Contracts often last for two years (with the chance for extension). This means that some teachers move from one country to the next every two years.
7. Exciting career prospects
For staff who choose to stay in one particular location for an extended period of time and who gain good experience and skills, promotion opportunities are very good including middle and senior leadership positions.
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International Curriculum - Authority and Function, Curriculum and Globalization, Curriculum and Learning
The field of curriculum studies is cluttered by an array of dissimilar definitions of the term curriculum. In empirical studies, definitions of curriculum run the gamut
from those that would have the term signify everything that takes place in a classroom to others that restrict its meaning to only the topics that are defined as instructional requirements in the official policy of an educational system. There are also those that limit the definition of curriculum to only those topics actually taught by teachers.
In 1979, during the development of the Second International Mathematics Study (SIMS) conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA), Curtis C. McKnight proposed a model that subdivides the curriculum into three components: the intended, the implemented, and the attained (see Figure 1). The intended curriculum is understood to be what an official educational agency (most often a ministry, secretariat, or other national or subnational agency responsible for guiding and articulating the educational intent of a system) expects to be taught or holds as learning goals in its educational system. The intended curriculum is thus distinguishable from both the implemented curriculum–the instructional implementation of the intended curriculum–which is therefore embodied in classroom instruction, and the attained curriculum. The attained curriculum is understood to be the skills, knowledge, and dispositions that students effectively acquire as a result of their schooling. This model subdivides the curriculum for purposes of analysis, and the different levels are not considered wholly independent. This discussion makes use of this model, focusing primarily on the intended curriculum.
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favored the development of official curricula and a variety of implementation tools in order to ensure the delivery and attainment of socially significant disciplinary content. Most new curricula stipulate the acquisition of higher-order knowledge by all students, and such prescription tends to be informed by the type and amount of knowledge that is perceived to be critical for students to function effectively in society and in the economy.
A considerable body of work has been contributed to support the use of educational policy programs focused on the quality of the content of schooling in what has been termed content-driven systemic reform. It is stated that ambitious curriculum intentions must be formulated and subsequently appropriate mechanisms must be designed to implement these curricula so that students have the opportunity to attain high levels of achievement. Content-driven reform holds that a core specification of curriculum goals provides the basis for setting up a policy structure designed to enhance the achievement of pupils. Thus, the intended curriculum is intended to directly influence teacher training and certification, school course offerings, instructional resources, and systems of accountability.
Curriculum reform policy, as espoused in these reform theories, assigns to standards documents, curriculum guides, frameworks, programs of study, and the like a primary role in defining potential educational experiences. They are intended to help shape goals and expectations for learning. These visions are anticipated to guide the experiences of students in classrooms.
Certainly high expectations concerning the role of policies regarding curriculum intentions have been held in many countries. In a survey of thirty-eight nations conducted as a part of the Third International Mathematics and Science Study (TIMSS) the majority reported a number of reforms and managed changes in the content, pedagogy, and technology prescribed in national curriculum policy for school mathematics and science.
Authority and Function
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known as "National Courses of Study" and in Norway as "Curriculum Guidelines." These diverse titles suggest different statuses and functions. Some guides specified the courses of study for which teachers were responsible. Others specified how teachers might pursue their goals and what types of instructional methods and assessment strategies might be appropriate. Still others left most implementation details to teachers and attempted to achieve their purpose solely by stating shared objectives.
These documents that set forth the intended curriculum for entire educational systems varied in the type of strategic elements they used to present policy and shape its enactment. Specifically, some strategic elements were more prescriptive than others were; they stated policies, formal objectives for instruction, and so on. Other elements were more facilitative; they included such information as suggested strategies for teachers, examples, and assessment ideas. The TIMSS analysis of intended curricula, however, revealed that there was a high
Curriculum and Globalization
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model of schooling has spread throughout the world as part of a pervasive phenomenon of the emergence of an increasingly integrated world economic and social system. This was considered to have resulted, for example, in virtually all of the world's educational systems according similar importance to mathematics and science education in their curricula.
But what of policymakers and curriculum designers who wished to find information to guide their efforts in promoting educational opportunities that would enhance national economic competitiveness? Increasingly, regardless of their specific economic circumstances, many countries developed a consensus in according much importance to prescribing rigorous curricula in academic disciplines, despite a paucity of strong empirical evidence at the time connecting achievement in these disciplines with economic benefits (subsequently some evidence was advanced in the early 1990s that the character of mathematics courses taken in secondary school affects mean individual income levels, and that increases in hours allocated to elementary instruction in the sciences is associated with increases in national standards of living). Despite the apparent international consensus on the value of teaching mathematics and the sciences, for example, there was clearly considerable cross-national variation in the specific topics that were taught as part of these disciplines and the specific sets of skills and dispositions that were promoted in regard to these topics.
Interest groups in education across the world, such as governments, the business community, professional associations of educators, and many others, began to be concerned with the idea of "world-class standards" and were preoccupied with formulating rigorous and meaningful intended curricula that compare favorably with that elusive standard. But what precisely are "world-class" standards? What expectations do, for example, high-achieving countries have regarding essential knowledge and skills that children must acquire in order to meet the goals held for them by the educational system? As the attention to the intended curriculum increased among educational leaders and policymakers, it thus occasioned an increased interest in the possible educational application of another instrument that–like the idea of "standards" themselves–arose from modern business management strategies: international benchmarking.
Benchmarking. Benchmarking originated in efforts of business firms to identify
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"international competitiveness" of intended curricula and the interest in benchmarking has increased, consequently so has interest in cross-national studies of student achievement. These have become of critical importance to policymakers, which explains the high levels of participation in the original TIMSS in the 1990s–and in subsequent endeavors conducted, most notably by the Organisation for Economic Co-operation and Development (the Programme for International Student Assessment–PISA) and the IEA (through the continuation of TIMSS by way of the Trends in Mathematics and Science Study and PIRLS–
Progress in International Reading Literacy Study).
The first published reports from the original TIMSS constituted important milestones in curriculum studies. In a pair of companion volumes the U.S. TIMSS research team used the first large-scale cross-national empirical study of the intended curriculum (termed the TIMSS Curriculum Analysis) to identify those curricular standards that are most common to TIMSS countries. These standards were then compared to standards in specific countries–beginning with the United States. Interest in cross-national benchmarking was acute given that on the one hand, a national policy objective was for U.S. schoolchildren to be "first in the world" in mathematics and science–and on the other hand, mean student performance on the TIMSS assessment at the close of the twentieth century proved the nation to be quite distant from that objective. Prior to the TIMSS curriculum analysis, no comprehensive effort to empirically measure and specify intended curricula using a large sample of countries and representative samples of curricular materials had ever been attempted.
These studies uncovered notable differences between the intended curricula of countries exhibiting high levels of mean student achievement in mathematics and science and that of countries with lower mean achievement levels. Focusing on the exhaustive characterization of the disciplinary content and expectations for student performance contained in standards documents and student textbooks, these studies resulted in findings with important implications for the development of curriculum policy.
These findings point to a variety of elements common among most high-achieving countries that are not shared by most low-achieving countries. They make up what appears to be necessary, but not sufficient, conditions for the realization of higher achievement for larger numbers of school-children.
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explored in depth and mastered. The unfocused curriculum of broad-ranging lists of topics to be covered is also typically a curriculum of very little coherence. TIMSS studies reveal that attempting to cover a large number of topics results in textbooks, and teaching methods, that are disjointed and episodic. That is, textbooks and teachers present items from the long lists of topics prescribed by these curricula one after the other, in an attempt to cover them all before the school year runs out with little or no effort invested in exploring the relationships between these topics or in fundamental unifying ideas or themes. Loss of these relationships between ideas appears to encourage students to regard these disciplines as no more than a series of disconnected notions that they are unable to conceive of as belonging to a disciplinary whole.
Learning goals. These benchmarking studies also reveal important differences in
how school systems define learning goals. In a number of low-achieving countries–with the most relevant example being the United States–there is an extremely static definition of fundamental goals. That is, goals that are deemed fundamental (often termed "the basics") are considered to be fundamental throughout schooling, requiring repetition in many grades. Arithmetic, for example, is a set of contents and skills prominent in curricula throughout the years of compulsory schooling. Even in eighth grade, when most high-achieving TIMSS countries concentrate their curricular focus on algebra and geometry, arithmetic is a major part of schooling in the United States.
In high-achieving nations, when goals first enter the curriculum they receive concentrated attention with the expectation that they can be mastered and that students can be prepared to attain a new set of different priority goals in ensuing grades. Focused curricula are the motor of a dynamic definition of curricular objectives. In most of the highest achieving countries, each new grade sees a new set of curricular goals receiving concentrated attention to prepare for and build toward mastering more challenging goals yet to come.
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Curriculum and Learning
The fundamental premise of educational reforms that focus on the intended curriculum is that the intended curriculum serves to support the creation of opportunities for students to learn. This is to say that the faith placed in standards–
world-class or otherwise–is derived from the assumption that standards are associated with learning. This premise, until recently, had little empirical support. The original TIMSS study, however, by including comprehensive integrated data on all three levels of curriculum, provided an unprecedented opportunity to test this assumption in a number of ways. Results from these tests indicate clearly that the intended curriculum–oftentimes as mediated through textbooks–is significantly related to specific learning opportunities (that is, the pedagogical decisions of teachers) and consequently to the growth in knowledge and skills that students are able to demonstrate in achievement tests. It is also clear from this work that there are identifiable structural relationships among subareas in mathematics and science curricula that intensify their relationship with learning–such that learning one aspect of an academic subject is related not only to the specific opportunities that are provided to learn that aspect but also to opportunities to learn other aspects of the discipline that are structurally related. Further, there is evidence that the enactment of the intended curriculum–to be effective in promoting learning–is not simply a matter of covering the contents specified in the curriculum, nor even simply a matter of the amount of time devoted to teaching them. Clearly there are pedagogies that are more appropriate to achieve the levels of rigor and cognitive demand promoted by many of the world's most ambitious curricula.
Thus, there is evidence that the intended curriculum deserves the intense attention of policymakers that it has enjoyed over the past decades. It is a key instrument in assuring access to rich and meaningful educational experiences. New methods have been developed to characterize and benchmark curricular material. These have resulted in the specification of many of the key features of curricula that would promote high achievement. Much empirical work remains, however, particularly in the area of determining whether it is possible to reconcile these most recent findings with the movement toward decentralized systems of curriculum policy formulation and enactment. Future scholarship must focus on the cultural traditions, policy instruments, and other formal and informal processes that determine how power over the intended curriculum is exercised at various levels in different educational systems; how different educational stakeholders interact in these processes; and how decisions regarding curricular objectives are made–with an eye to gauging their influence on the quality of educational experiences that students are provided.
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CHAPTER 6
Syllabuses of International Schools/Colleges/Universities
What is syllabus?
Richard (2001) states that a syllabus is specification of the content of a course of instruction and lists what will be taught and tested. Thus the syllabus for speaking course might specify the kinds of oral skills that will be taught practiced during the course, the function, topics, or other aspects of conversation that will be taught and the other in which they will appear in the course.
Hutchinson and Waters (1987) see that ESP is an approach rather than a product. They state that ESP is an approach to language learning which is based on learner need. It is true that ESP is specifically based on learner need or English in specific professional areas which comes from the demand of the learner.
It is clear that teacher should have knowledge of the field. It can be argued that ESP really needs a language structure of its own to be taught properly and the teacher requires some knowledge; however, the learner feels the need of knowing English in his own field because of some needs. Those needs are varied according to purpose of the learner. For instance, a graduate whose first language is not English may need to study Academic English to follow further education or a migrant may need to study both Academic English and ESP English (depends on the subject) to work in an English-speaking country.
Hutchinson and Waters define that a syllabus is a document which says what will (or at least what should) be learnt. But, in fact, a syllabus consists of several stages, which at each stage lead the learner and the teacher. Each stage on its route imposes a further layer of interpretation.
the evaluation syllabus
the organizational syllabus
the material syllabus
the classroom syllabus
the learner syllabus
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‘The real issue is not which syllabus to put first: It is how to integrate eight or so
syllabuses (functional, notional, situational, topic, phonological, lexical, structural,
skills) into a sensible teaching programme’.
Taken from https://whichmethods.com/categories-2/syllabus-design/
References:
Hutchinson, T & Waters, A. (1987) English for Specific Purposes: A Learning-centred Approach, CUP, Cambridge
Richards, J (2001) Curriculum Development in Language Teaching, CUP, Cambridge
Example 1:
A SYLLABUS
ENGLISH FOR BUSINESS STUDENTS
Level : Intermediete Skill : Speaking, Writting
Number of Meeting : 12 times ( 24 x 50’)
Goal : In the end of study, students are be able to apply some expression used in the business such as in meeting, telephoning, sosialising, negotiation, presentations etc.
Students are able to make business letter and email, interview etc.
Students are able to talk about history of the company, business expreiences, advertasing etc.
No Basic
Competence Indicator Material Learning Activity Evaluation Time Source
1
To understand expression used in the meeting
To use agreement/ disagreeme nt expression. To give
expression of opinion. To use
Interruption
Vocabulary for organising meetings (minutes, secretary, chair, etc)
Phrases for meetings Conditionals Modals
Stating aims Agreeing /
Disagreeing Giving opinions
Interrupting / Dealing with interruptions Asking for
clarification
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and asking for clarification 2 To understand expressions used in telephoning To use request, offering, complaints, expression. To make anarrangemen ts
Phrases for telephoning Politeness
Modals (Could I, Would you like to, etc) Pron: Spelling names, <
