English for International Development Programs: Intensive.

Autor/in	Ames, William R.
Titel	English for International Development Programs: Intensive.
Quelle	(1981), (17 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Education; Cultural Awareness; Curriculum Design; Educational Objectives; English for Special Purposes; Foreign Students; Instructional Materials; Intensive Language Courses; International Programs; Listening Comprehension; Morphology (Languages); Program Administration; Program Development; Reading Skills; Second Language Instruction; Speech Skills; Teacher Recruitment; Technical Assistance; Testing; Writing (Composition); Niger + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Cultural identity; Kulturelle Identität; Lehrplangestaltung; Educational objective; Bildungsziel; Erziehungsziel; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Intensivkurs; Sprachkurs; Hörverständnis; Morphology; Morphologie; Programmplanung; Reading skill; Lesefertigkeit; Fremdsprachenunterricht; Mündliche Leistung; Sprachfertigkeit; Lehrerrekrutierung; Technische Hilfe; Testdurchführung; Testen; Schreibübung
Abstract	As part of International technical assistance, international aid organizations frequently sponsor candidates for advanced training programs in other countries. Because these programs are most often offered in English, the candidate needs to acquire a certain degree of English language knowledge. Therefore, English language training plays an important role in international assistance. Contrary to prior practices which found candidates receiving English language instruction in English-speaking countries, agencies today are finding it more practical to provide English language training in the candidate's home country. Problems faced in planning, administering, and teaching in English language programs of this type are discussed. Examples from the author's work with Agency for International Development (AID) programs in Portugal and in the Republic of Niger are presented. Program planning involves the acquisition of teachers, teaching materials, and funds, and the defining of teaching goals. These goals are set from test results and from working through a formula for estimating the required duration of AID intensive language programs. Also discussed is syllabus design for long and short-range goals and problems relating to interprogram communications, cash flow, materials, and personnel. (Author/JK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC