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Return-Path: <email@example.com> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id i5LJ2LN25300; Mon, 21 Jun 2004 15:02:31 -0400 (EDT) Date: Mon, 21 Jun 2004 15:02:31 -0400 (EDT) Message-Id: <firstname.lastname@example.org> Errors-To: email@example.com Reply-To: firstname.lastname@example.org Originator: email@example.com Sender: firstname.lastname@example.org Precedence: bulk From: "Mona Curtis" <MCurtis@tvcc.cc> To: Multiple recipients of list <email@example.com> Subject: [NIFL-AALPD:1517] curriculum X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=US-ASCII X-Mailer: Novell GroupWise Internet Agent 6.5.1 Status: O Content-Length: 2118 Lines: 48 Dear Colleagues, Some time ago I posted a discussion of how to develop an ESL curriculum which would satisfy mandates for a specific curriculum and at the same time accomodate the broad range of teachers, students, and educational situations in our school. At our year-end retreat we finally were able to make a statement that summarizes our position, as follows: After much discussion within the ESL department, we have decided that a multi-level, process- oriented ESL curriculum would be most beneficial to our students and teachers. We have instituted a process of monthly ESL meetings where teachers get together and share activities they have used during the month and/or activities that are generally successful for them . Using these activities as a base and combining them with current educational research on multi-level curriculum as well as the Oregon Skill Level Descriptors we hope to establish some activities that will serve as a base for the ESL classes at TVCC. It is not our desire to force teaching strategies on teachers who already have their own established methodologies which work well for them. The intent of sustained sharing with other teachers is that commonalities will emerge and the sharing process itself will bring about a sense of consistency among the teachers and within the department. Two articles were very helpful in this discussion. For a definition of a process-oriented curriculum, "An Introduction to Syllabus Design & Evaluation" by Roberto Rabbini, Internet TESL Journal, Vol VIII No. 5, May 2002 http://iteslj.org/Articles/Rabbini-Syllabus.html For an example of a multi-level curriculum, "Four by Four Thematic Planning: Model Activities for Language Learners" compiled by Jill Kerper Mora of San Diego State University http://coe.sdsu.edu/people/jmora/Pages/4x4activity.htm The listserve is a place to learn new things and get valuable information. I hopes this helps someone out there. Sincerely, Mona Curtis ESL Coordinator Treasure Valley Community College 650 College Blvd. Ontario, OR 97914 www.tvcc.cc 541-881-8822 x 316 fax 541-881-2747
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