Bilingual Vocational Educational Curriculum Development.

Autor/inn/en	Lloyd, Anthony; und weitere
Institution	New York Univ., NY. Dept. of Technology and Industrial Education.
Titel	Bilingual Vocational Educational Curriculum Development.
Quelle	(1979), (207 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lernender; Adult Education; Bilingual Education; Chinese; Curriculum Design; Curriculum Development; French; Instructional Materials; Material Development; Multilingual Materials; Non English Speaking; Postsecondary Education; Readability; Readability Formulas; Spanish; Test Construction; Testing; Translation; Vocational Education + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Bilingual teaching; Bilingualer Unterricht; China; Chinesen; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Französisch; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrmaterialentwicklung; Multilingualism; Materials; Mehrsprachiges Wörterbuch; Post-secondary education; Tertiäre Bildung; Lesbarkeit; Spanisch; Testaufbau; Testdurchführung; Testen; Ausbildung; Berufsbildung
Abstract	This handbook for the bilingual vocational curriculum specialist contains seven modules which describe the process of developing curriculum materials to be used by students of limited-English-speaking ability. Module 1 is an introduction to the handbook which discusses bilingual education in the United States and the role of the teacher in bilingual education. Module 2 concerns the general principles of curriculum development for vocational education subjects. It outlines these phases: preparatory, assemble and critique resources, prepare cultural profile, develop curriculum plan, establish curriculum design, preparation of trial modules, critical review of trial modules, complete curriculum product, and reality test product. Module 3, Readability: Language and Style, describes considerations and procedures for writing materials in simplified English. Module 4 deals with translation of materials. Module 5 discusses testing minority students and constructing linguistically fair tests. Examples are given in English, French, Spanish, and Chinese. Module 6 lists resources. Appendixes (Module 7) include an article on cognitive styles and culture and a glossary. The glossary, amounting to approximately half of the handbook, is a restricted list of words suitable for writing vocational materials. The fewer than 700 words are presented in English, Spanish, French, and Chinese. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC