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Shaping a Communicative Curriculum Essay

Words: 942, Paragraphs: 10, Pages: 4

Paper type: Essay

These said components are: 1 . Language Arts, or Language Analysis, which includes many of the exercises used n mother-tongue programs to focus attention on formal accuracy or on forms of English such as phonology, morphology, and syntax; 2. Language for a Purpose, or Language Experience, which is in contrast with Language Analysis because it uses English for real and immediate communicative goals; 3.

My Language is Me: Personal English Language Use, which seeks to involve learners’ psychological and intellectual aspects and which implies respect for learners as they use English for self-expression; 4. You Be. I’ll Be: Theater Arts. Which states that the world can be thought of as a tags, with actors and actresses who play their parts as best as they can, seen as an opportunity to experiment English with roles, to try things out; and 5. Beyond the Classroom, which aims to prepare learners to use English in the world beyond.

The goals of this proposal are to offer greater opportunities to each and every student of English language and to accommodate the diverse learning styles among learners. B. Reaction What surprised me most about the reading material is the fact that CULT itself, as an approach to language teaching and learning, is composed of five purposeful ND meaningful methods to provide more opportunities and more effective strategies to learners In their goal of Interpreting, expressing, and negotiating meaning.

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And as I understood the article, I could relate the said five components to the four components of communicative competence: Language Arts to Grammatical Competence; Language Experience to Discourse Competence; Personal English Language Use to any of the four competencies, perhaps; Theater Arts to both Strategic and Coloratura Competence; and, Beyond the Classroom to all of the four uncommunicative competence contexts. These components are, Indeed, of great significance to motivate learners to different language contexts.

C. Application I found this reading material to be very much useful and helpful to my career as an English teacher to my non-native student-speakers. It gave me hints on how to initiate an authentic and meaningful communication among classroom activities. Indeed, learning is a process of creative construction and involves trial and error; thereby, l, as a teacher, should encourage more my students to speak in English and would not hamper their communicative skills by reminding them always the grammar rules.

This approach is no doubt an intent to capitalize the collective smarts of the learners and give everyone a chance to grow in appreciation of diversity. II. GRAMMAR POINTS A. Language Arts 1 . Contrast Drill – pairs of words having almost the same sounds (e. G. Bet and bit, hat and hot and hut, etc. ) are presented to the students and practice them for a correct pronunciation 2. Synonyms and Antonyms – for vocabulary building; words with similar and opposite meanings are given to the students and are required for memorization 3. Word Puzzle – for vocabulary enhancement; to test the memory of the students 4.

Error Identification – grammar enrichment; to test how far the students can apply the grammar rules 5. Information Gap – vocabulary and memory building; to test the memory and the word power of the language learners B. Language for a Purpose 1 . Laboratory Investigation – is a strategy that involves students with their environment. The students propose a question, develop a hypothesis, explore ethos for investigating the question, choose one of the methods, then conduct research and draw conclusions based on the information gathered. . Language Experience Approach – is a strategy in which students, as a group, describe an experience in their own words orally (using first or second language) as the teacher records their history. 3. Learning Cycle – is a sequence of lessons designed to have students engage in exploratory investigations, construct meaning out of their findings, propose tentative explanations and solutions, and relate concepts to their own understanding. 4. Debate – to develop learners’ speaking skill with convincing power 5.

Jigsaw – is a cooperative learning strategy in which everyone becomes an expert and shares learning so that eventually all group members know the content. C. My Language is Me: Personal English Language Use 1 . Essay Writing – to give the learners a chance to express their own point of view 2. Poetry Writing – to develop the learners’ poetic skill in writing 4. Dialog Journal – is a strategy that uses Journals as a way for students and their teachers to communicate regularly and carry on a private conversation 5. Free Talking – to provide language learners with freedom of speech D.

You Be, I’ll Be: Theater Arts 1. Modeling 2. Role-Play – allows students to assume the identity of another person 3. Simulation – this further uses role-playing to involve students in situations that require a group of people with two or more points of view to formulate a common decision. 4. Interviews – this serves as a model to prepare the students with the actual interviews outside the classroom such as interview for college admission or job interview 5. Think, Pair, and Share – is a cooperative strategy to help students evolve their own ideas and build on the ideas of others E.

Beyond the Classroom 1 . Interviews – to prepare the students with the actual interviews outside the classroom such as interview for college admission or Job interview 2. Discussion 3. Information Exchange (Language Exchange) – for real-life transactions with appropriate use of language 4. Field Experience – is a planned learning experience in the community for students to observe, study, and participate in real-life setting. 5. Surveys – to prepare the students in making surveys in the future for language purposes

About the author

This sample is completed by Emma with Health Care as a major. She is a student at Emory University, Atlanta. All the content of this paper is her own research and point of view on Shaping a Communicative Curriculum and can be used only as an alternative perspective.

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