An English Language Curriculum for Technical Students. Practical Papers in English Education, Volume 2.

Autor/inn/en	Hutchinson, Tom; und weitere
Institution	Lancaster Univ. (England). Inst. for English Language Education.
Titel	An English Language Curriculum for Technical Students. Practical Papers in English Education, Volume 2.
Quelle	(1979), (27 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Communicative Competence (Languages); Curriculum Design; Curriculum Development; English for Special Purposes; English (Second Language); Language Instruction; Media Selection; Modern Language Curriculum; Postsecondary Education; Relevance (Education); Second Language Learning; Technical Education + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Medienwahl; Post-secondary education; Tertiäre Bildung; Relevance; Relevanz; Zweitsprachenerwerb; Technikunterricht
Abstract	This curriculum for technical students aims at linking the identity of the learner, his initial linguistic and technical competence, and his expectations with the competence expected of him on entering the technical college. The materials of the curriculum make use of a wide variety of information and data sources such as school-level science texts, consumer information, do-it-yourself manuals, government and public service publications, and commercial brochures. In each of the fourteen units, the students must actually solve technical problems using English, rather than answer questions about the use of English. As a unit progresses, the activities become more complex; students must re-apply and extend the knowledge and ability learned in previous sections. The course and materials are designed to develop the learner's capacity for communication in a technical context. Student evaluation is carried on by the students themselves through the activities undertaken. Summative teacher evaluations are written at the end of course. (PMJ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01