Impact of an ESL curricular framework
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Date
2001
Authors
Ami, Nan P.
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2001
Abstract
The primary purpose of this study was to examine ESL teachers' perceptions of
the impact of a revised curricular framework containing performance objectives on their
preparation for, implementation in, and evaluation of their classes. Teachers' agency in
curriculum making was also briefly examined. This case study was conducted in a private
English language school in Victoria, British Columbia, Canada. The teachers who
volunteered to participate in the study possessed diverse experiences and backgrounds in
'teaching ESL locally, nationally, and internationally. Prior to the study, they used a
curriculum framework that did not contain performance objectives. Three data collection
methods were used to gather information about the teachers' perceptions of the revised
curricular framework introduced during the study: questionnaires, semi-structured
interviews, and field notes. Several fmdings emerged from the study. First, teachers
reported that their use of the revised curricular framework impacted their lesson
preparation and implementation. Second, they indicated that their use of the revised
curricular framework influenced their approach to evaluation less than it had influenced
their preparation and implementation. Third, their involvement in the trial of this revised
curricular framework facilitated the teachers' agency in the curriculum making process.
Description
viii, 98 leaves ; 29 cm. --
Keywords
English language -- Study and teaching as a second language -- British Columbia