A Guide to Curriculum Development in Foreign Languages.

Institution	Connecticut State Dept. of Education, Hartford. Bureau of Curriculum and Staff Development.; Connecticut State Board of Education, Hartford.
Titel	A Guide to Curriculum Development in Foreign Languages.
Quelle	(1981), (76 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Curriculum Development; Educational Objectives; Elementary Secondary Education; FLES; Immersion Programs; Modern Language Curriculum; Needs Assessment; Program Development; Second Language Instruction; State Curriculum Guides; Teaching Methods; Testing; Connecticut + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational objective; Bildungsziel; Erziehungsziel; Immersionsprogramm; Bedarfsermittlung; Programmplanung; Fremdsprachenunterricht; Rahmenlehrplan; Teaching method; Lehrmethode; Unterrichtsmethode; Testdurchführung; Testen
Abstract	This guide attempts to help local planners develop and implement curricula which will provide each student in Connecticut with equal opportunity for a suitable program in foreign language instruction. With a focus on K-12 programs, the guide provides an overview of current philosophies, objectives, methods, and materials in the foreign language field. Factors in the curriculum development process are considered in six sections as follows: (1) the context, human resources, organizational and time factors, and the composition of a FL guide; (2) how to develop a local curriculum guide, including samples of statements of philosophy, goals and objectives, and articulation between different educational levels; (3) an overview and summary of methods, approaches, and resources; (4) designing an evaluation plan, with a detailed table illustrating how one school district designed strategies and techniques to meet specifically stated objectives, subgoals, and the overall program goal; (5) a discussion of the needs of five categories of special students--adults, disadvantaged, gifted and talented, limited English-proficient, and preschool; and (6) a concluding statement on the challenge of change in foreign language education. Appendixes include statewide goals, legislation, a sample culture questionnaire, resources for foreign language education, and regional service centers. (AMH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC