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The Carson-Newman English Language Institute for International Students

其他書名	A Proposed Curriculum
出版	Carson-Newman College, 1995
URL	http://books.google.com.hk/books?id=kSyAGwAACAAJ&hl=&source=gbs_api

註釋This thesis attempts to provide direction in the development of an intensive English program which would provide English-language skills instruction to pre-enrolled and concurrently enrolled international students on the Carson-Newman campus. Background data were collected in a number of ways. Five universities with ongoing programs of a similar nature were contacted. Professional literature on the subject of second language acquisition and on curriculum development both within and without the second language field were consulted. Guidelines for intensive English programs were obtained from two professional organizations in the field, the American Association of Intensive English Programs (AAIEP) and Teachers of English to Speakers of Other Languages (TESOL). Further, language proficiency guidelines established by the American Teachers of Foreign Languages (ACTFL) were also considered. Additionally, input from the Carson-Newman faculty was sought concerning which language skills were viewed as critical for academic success within the respective disciplines. Among established programs, a vast variety of configurations exists both in content and time factors. The state of the art is open and innovative with each school adapted to meet the needs of its own constituency. Elements from each program which appeared suited to Carson-Newman's needs have been freely incorporated. Goals and objectives for each course have been identified and a suggested schedule established. The designing of the individual courses, however, can only be done with integrity when there is an actual constituency whose needs can be identified and addressed specifically. The orientation toward the ideal of communicative competence can be seen in the longer blocks of time allotted for each class allowing teachers to involve students in interactive roles, and in the integrated skill and self-directed study classes which further encourage a student-centered approach to language learning and practice. Application of English skills to the academic environment has also been pruposefully and adequately provided. Testing and evaluation have been integrated into the design to provide for both initial placement and formative/summative assessments of skill development.