University English: Issues and directions for curriculum development
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Published:
Nov 17, 2015
Updated:
2015-11-17
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2015-11-17 (1)
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Abstract
This paper examines University English as a TESOL curriculum context. It outlines three approaches to university English: English as L1, where the focus is primarily on linguistics and literature; English as L2, where there is an advanced language learning component as well as a focus on linguistics and literature; and English for non-English majors, where the focus is on functional language use skills. The paper is in three sections: the first section takes stock of recent developments in the university sector with particular attention to English as a feature of the globalisation of higher education. The second section sets out a typology for English Major programmes, using a curriculum benchmark framework for the study of English on the one hand, and the study of languages on the other. The third section presents a case study of curriculum development in a public university in Bangladesh, showing how the three types of university English establish a baseline for understanding the curriculum and developing strategies to improve it. The ways in which the University English curriculum might be developed and researched further are discussed at the end of the paper.
Keywords: English, curriculum, TESOL, L2.
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Kiely, R. (2015). University English: Issues and directions for curriculum development. Global Journal of Foreign Language Teaching, 5(1), 01–14. https://doi.org/10.18844/gjflt.v5i0.36
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References
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Marton, W. (1988). Methods in English Language Teaching: Frameworks and Options. Hemel Hempstead: Prentice Hall.
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Phillipson, R. (1992). Linguistic Imperialism. Oxford: Oxford University Press.
Phillipson, R. (2001). English for globalisation or for the world’s people? International Review of Education, 47, 185-200.
Svalberg, A. (2007). Language awareness and language learning. Language Teaching, 40, 278-308.
Van Lier, L. (2007). Action-based teaching, autonomy and identity. Innovation in Language Learning and Teaching, 1, 46-65.
Walker, D. (2008). Postmodernism in intercultural rhetoric: problematizing the deconstruction of an academic discipline. Asian Journal of English Language Teaching, 18, 123-42.
Wasiuzzaman, M. (2012). Teachers’ and Students’ roles in English language classrooms in Bangladesh: Some beliefs. Praxis, Journal of the Department of English, 4, Rajshahi: Rajshahi University Press.
Wei, M. (2008). Increasing oral participation in ESL/EFL conversation classrooms, 18, 169-87.
Wilkinson, R. (Ed.) (2004) Integrating content and language: Meeting the challenge of a multilingual higher education. Maastricht: Universitaire.
Wolff, D. (2009). Content and language integrated learning. In K. Knapp & B. Seidlhofer with H. Widdowson (eds.) Handbook of Foreign Language Communication and Learning, Vol 6 (545-572). Berlin: Mouton de Gruyter.
Wright, S. (2004). Language policy and language planning: From nationalism to globalisation. Basingstoke: Palgrave Macmillan.
Ali, M., M (2010). Revisiting English Language Teaching (ELT) Curriculum Design: How Appropriate is Bangladesh Higher Secondary Level National ELT Curriculum as a Learner-Centred One? IIUC Studies, 7, 283-296.
Al-Issa, A.S.M. (2007). ELT at the College of law in Muscat: analysing needs and understanding problems. Asian Journal of English Language Teaching, 17, 65-86.
Brumfit, C. (2004), Language and higher education: Two current challenges. Arts and Humanities in Higher Education, 3, 163-173.
Coleman, J. A. (2006). English-medium teaching in European Higher Education. Language Teaching. 39, 1–14.
Dubin, F., & Olshtain, E. (1997). Course Design: Developing Programs and Materials for Language Learning. Cambridge: Cambridge University Press.
Ellis, R., Basturkmen, H., & Loewen, S. (2001). Preemptive Focus on Form in the ESL Classroom. TESOL Quarterly, 35, 407-32.
Gao, X., & P. Benson. (2008). Situating student approaches to learning English in a Chinese context: a re-interpretation of two tertiary vocational learners’ experiences. Asian Journal of English Language Teaching, 18, 41-66.
Graddol, D. (1997). The Future of English. London: The British Council.
Graddol, D. (2006). English Next. London: The British Council.
Graves, K. (2008). The language curriculum: A social contextual perspective. Language Teaching, 41, 149-183.
Hawkins, E. (1999). Foreign language study and language awareness. Language Awareness, 8, 124-42.
Holliday, A. (1997). Six lessons: cultural continuity in communicative language teaching. Language Teaching Research, 1, 212-238.
Huda, M.E. (2013). Cultural Model of classroom instruction for ELT in Bangladesh. International Journal of English Linguistics, 3, 67-74.
Islam, M. S. (2000). Ionic transport in ABO3 perovskite oxides: a computer modelling tour. Journal of Materials Chemistry, 10(4), 1027-1038.
Kennedy, C. (2011). Challenges for language policy, language and development. In H. Coleman (Ed.) Dreams and Realities: Developing countries and the English Language (pp 27-40). London: The British Council.
Knagg , J. (2011). ELT Research – trends from the British Council survey. Presentation at Annual Meeting of the British Association of Applied Linguistics (BAAL), Bristol.
Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford: Oxford University Press.
Maley, A. (2012). Review of ELTJ reviews 1995-2012. ELT Journal, 66, 557-70.
Markee, N. (1997). Managing Curricular Innovation. Cambridge: Cambridge University Press.
Marsh, D, & J. Laitinen (2005). Medium of instruction in European higher education. Jyväskylä: UniCOM, University of Jyväskylä.
Marton, W. (1988). Methods in English Language Teaching: Frameworks and Options. Hemel Hempstead: Prentice Hall.
McArthur, T. (2001). World English and world Englishes: trends, tensions, varieties and standards. Language Teaching, 34, 1-20.
Nation, P. & J. Macalister (2010). Language Curriculum Design. London: Routledge
Phillipson, R. (1992). Linguistic Imperialism. Oxford: Oxford University Press.
Phillipson, R. (2001). English for globalisation or for the world’s people? International Review of Education, 47, 185-200.
Svalberg, A. (2007). Language awareness and language learning. Language Teaching, 40, 278-308.
Van Lier, L. (2007). Action-based teaching, autonomy and identity. Innovation in Language Learning and Teaching, 1, 46-65.
Walker, D. (2008). Postmodernism in intercultural rhetoric: problematizing the deconstruction of an academic discipline. Asian Journal of English Language Teaching, 18, 123-42.
Wasiuzzaman, M. (2012). Teachers’ and Students’ roles in English language classrooms in Bangladesh: Some beliefs. Praxis, Journal of the Department of English, 4, Rajshahi: Rajshahi University Press.
Wei, M. (2008). Increasing oral participation in ESL/EFL conversation classrooms, 18, 169-87.
Wilkinson, R. (Ed.) (2004) Integrating content and language: Meeting the challenge of a multilingual higher education. Maastricht: Universitaire.
Wolff, D. (2009). Content and language integrated learning. In K. Knapp & B. Seidlhofer with H. Widdowson (eds.) Handbook of Foreign Language Communication and Learning, Vol 6 (545-572). Berlin: Mouton de Gruyter.
Wright, S. (2004). Language policy and language planning: From nationalism to globalisation. Basingstoke: Palgrave Macmillan.