Curriculum Design for the Bosnian Refugee Resettlement Committee's Adult ESL Program.

Autor/in	Mahnen, Barbara
Titel	Curriculum Design for the Bosnian Refugee Resettlement Committee's Adult ESL Program.
Quelle	(1995), (118 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Adult Education; Adults; Class Activities; Curriculum Design; Daily Living Skills; English (Second Language); Evaluation Methods; Feedback; Foreign Countries; Instructional Materials; Language Proficiency; Lesson Plans; Literacy Education; Refugees; Second Language Learning; Teaching Methods; Bosnia and Herzegovina; United States + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Lehrplangestaltung; Alltagsfertigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Language skill; Language skills; Sprachkompetenz; Lesson planning; Unterrichtsplanung; Flüchtling; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Bosnia-Herzegovina; Bosnien-Herzegowina; USA
Abstract	This document outlines a curriculum design intended for use with Bosnian refugees living in the United States learning English as a Second Language for survival purposes. The first chapter identifies the setting of instruction and background information regarding this refugee group. The second chapter reviews the theoretical issues of adult education and adult second language learning that form the basis for the decisions made in designing the curriculum. Chapter 3 is an illustration of the needs of the learners. In reviewing the learners' needs, three different groups of learners emerged. The first group was pre-literate in their native language and needed survival English as well as literacy training. The second group was literate and needed survival English. The third group consisted of those learners who had some previous English instruction and were interested in learning English to continue academic studies in the United States. These three groups were assigned to different levels of instruction and each level of instruction was based on an appropriate syllabus type. Pedagogical concerns, such as the linguistic focus of instruction for each level is included in chapter 3. Finally, chapter 4 covers practical issues such as materials, resources, tutor training, classroom activities, feedback, assessment, and evaluation. Sample lesson plans are also included at the end of the curriculum design. Although the curriculum plan is intended for use with this special group of refugees, it can easily be adapted for use with other refugee groups. Contains 65 references. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC