Syllabus Design

This chapter is organized in six sections. The first three sections allow readers to have a context of the situation starting from Mexico’s location and its educational system in relation to ELT. The remaining sections describe how the Discourse Analysis Course (DAC) that serves as a basis of analysis for this chapter is organized and contextualized in an  Initial English Language Teacher programme and, finally, present our main understandings from teaching this DAC.

Noir fiction is one of the most popular forms of literary modernism. This online course examines five American hard-boiled novelists who published during the rise of the noir novel from 1930-1952: Dashiell Hammett, Raymond Chandler, James M. Cain, Patricia Highsmith, and Jim Thompson. Why has this been such a consistently popular genre? How did the crime novel respond to issues of class, capitalism, race, gender, and sexuality? How do these novels instance complex interrelationships between narrative and film?

Course description and objectives:
This course is designed to introduce students to the international and area studies curriculum. The goal is to illuminate the profoundly international and regional character of the world we live in, and to cover a number of contemporary issues and challenges with global implications. Most of these topics can be studied in greater depth in upper division thematic courses at UCLA. And many of them will reappear in upper division area studies focused courses as well.

This class is divided into two parts. The first section covers political and economic issues central to international studies such as democratization and economic development. The second half of the course focuses on social and cultural issues with a global significance such as transnational migration and climate change.

Abstract: The argument I will develop in this essay is that the foreign students are a latent human resource who can assist with overcoming English monolingualism in the Australian population. Foreign students, properly rewarded, can be a major source of skills transfer. Every one of those students is a walking compendium of language and cultural skills that Australians need to know.

This article explores the role of posture in the language learning process, and concludes that it is sometimes critical for learning success. Principles of learning and moving are outlined. The history of physical movement in study is briefly traced. A Korean case study is presented of “failed” tertiary students who learn to learn on their feet. The paper is a practical guide for teachers who wish to experiment with physical movement and location in their own ESL/EFL classrooms .

While authenticity is recurrently associated with higher motivation, the question remains how an authentic context can affect reading motivation in an EAP setting. To investigate the effect, two groups of 30 EAP students were selected through cluster random sampling as control and experimental groups. A mixed methods approach was employed to collect data. The quantitative method encompassed the administration of the reading motivation questionnaire and the qualitative methods were the focus group interview and diary writing. Having administered the pretest of the reading motivation questionnaire at the beginning of the study, the researchers administered the posttest after the 8-week intervention of providing an authentic context. The findings revealed that the experimental group (Authentic context) had a higher reading motivation after the intervention as compared to the control group (traditional context). The interview findings also supported the quantitative findings. Moreover, the data from the diaries shed more light on the students' general views of the two contexts such as their impressions of the tasks and activities, impressions of what was enjoyable and what was not, and the reactions to the instructor and the peers.

Though not a survey, this course introduces students to children's literature in the West for the past two centuries, moving chronologically from the Grimm's fairy tales to contemporary Young Adult (YA) literature. We will explore how fairy tales, folklore, and other children's stories reflect cultural values and influence the construction of identity. These stories have endured in cultures throughout the world, with many being retold again and again. Each time, these stories transform to challenge or reinforce the cultural values—and fears—of our time. YA literature is often classified as children's literature (to much debate!). In this course, we will explore how YA literature builds on children's stories as well as how YA revolutionizes storytelling for young people. We will apply literary theory to the study of race, gender, and sexuality in both children's and YA literature. We will also investigate the relationship between storytelling and colonization.

This is the syllabus for a Gospel of Mark course taught at the University of Dubuque Theological Seminary during the Fall 2019 semester. The course itself was subdivided between four sections: Greek Exegesis Online, Greek Exegesis Residential, English Exegesis Online, and English Exegesis Residential.

Students in the class were predominately MDiv Students and many were taking the class not only to fulfill an exegesis course requirement but also in preparation for the exegesis portion of ordination exams for the PCUSA.

The recommended model of teaching English for students of non-English department is collaborative teaching which provides subject lecturer's involvement in the curriculum design. This paper reported the process of designing a syllabus of collaborative teaching for ESP teaching in Indonesian context. As a part of curriculum design, this ESP syllabus focuses on content area reading in the area of physics. Several text types commonly used in physics department and vocabulary building of academic word lists and the ones related to physics area study were elaborated as well. The paper concludes that the implementation of this program needs high commitment from the stakeholders in order to make the program successfully implemented. INTRODUCTION Designing a syllabus of collaborative English teaching in this paper deals primarily with the innovation in teaching English for non-English department students in which the trend indicated much failures due to less interesting course designed to fulfill the need of English for Specific Purposes (ESP) learners. The proposed syllabus mainly concerns with the collaborative English teaching for Physics Study Program which involves the subject lecturers to get involved in designing curriculum in the overall planning, implementation and evaluation.

This rendition of CLT 330 introduces students to various American novels that emerged from the HIV/AIDS epidemic. Over the course of the semester, we will read novels from the mid-1990s into the present day that observe the personal, sociocultural, and political consequences of HIV/AIDS. I hope this will shed light on the significant, though often unexamined, role of HIV and AIDS in our everyday lives and how identity categories such as gender, sexuality, race, class, and generation shape our perception of the AIDS epidemic.

Curso teórico, descriptivo y aplicativo para las ciencias empresariales, cuyo valor radica en mostrar las posibilidades de conocer y eventualmente usar productivamente los recursos naturales y biológicos del país, de un modo racional y de provecho para los habitantes de las comunidades, la sociedad y el país en general. Siendo el Perú un país de geografía tan compleja, mega diverso y de recursos abundantes, es fuente de beneficios reales y productivos para su población, pero para ello se requiere de una visión de largo plazo y de un uso adecuado y cuidadoso de la cadena de recursos productivos.

We describe the content analysis of course syllabi, includng rubric design, training prodecures for reviewers, and research questions addressed by findings. A series of 4 syllabus reviews document campus-wide changes in syllabus construction and instructional practices.
doi:10.1080/02602938.2014.956684

The study analyzed teacher spending of instructional time in public secondary schools. Objectives were to examine; teacher preparation, teaching interruptions and teachers’ commitment. Pickle Jar Theory was applied. Research design was descriptive survey, while stratified random sampling was used to select 23 schools from 75. Questionnaires, interview schedule and document analysis were used. Validity was checked by expert review, test re-test technique was done for reliability. Results were presented using; frequency, percentages, tables and statements. Major finding was teaching interruptions reduce teaching time. Main recommendation was teachers shouldn’t allow unplanned activities. Findings and recommendations will be useful to teachers.

This article explores several elements of Raymond Carver’s oeuvre and its various applications to ESL and remedial English literature, comprehension, and composition classes. Due to the difficulty inherent in teaching ESL students literature featuring advanced verbiage and complex grammatical structure, a modern, minimalist writer like Carver and his condensed, easy-to-read short stories is a natural choice for an instructor of literature. Advanced instruction of dialogue and meaning, themes and symbols, and even the process of editing writing in order to improve meaning and reduce “clutter” can be instructed using Raymond Carver’s Collected Stories. Moreover, this article gives instructors certain teaching methods to aid the ESL student on his journey from a superficial understanding of grammar to a deeper understanding of meaningful, literary English.
KEYWORDS: Raymond Carver, ESL, American literature, instruction

Abstract : 1. What are we doing when we do grammar ? / 2. So what is grammar?/ 3. Where do the rules in book grammars come from ? / 4. So is grammar just about the links between words ? / 5.Language grammar always happens at the same time as lots of other things in your brain / 6. What should grammar teachers teach ? / 7. Do students learn useful language control from studying grammar books? / 8. Can teachers teach grammar? / 9. How can language teachers be most useful? / 10. Do grammar mistakes matter? / 11. Is accuracy more important than fluency?

This is the outline of a seminar on grammar teaching given as a teacher inservice for Chinese English teachers in Zhengzhou, Henan, China, on 13 May 2008. Thor May has been teaching language and linguistics since 1976.

"Migration and Mobility in the Viking Age: Global Perspectives" is an intensive six-week summer course that fulfills the second part of UC Berkeley's "Reading and Composition" requirement for lower-level undergraduates. Rooted in pedagogical practices of creating authentic learning experiences for students, the course is designed to appeal to undergraduate students across a wide variety of disciplines in order to teach them college-level academic writing. The course design uses digital technologies in the classroom and historical perspectives of the Viking Age to encourage students to think critically about human migrations, both historical and modern, and to apply issues related to cross-cultural interactions, such as race, gender, religion, and agency, to their world today. This syllabus has been slightly revised from the most recently taught version of this course, in Summer 2017.

TEACHING PRODUCTIVITY AND ITS ENEMIES is a distribution of my original doctoral dissertation "Language Tangle : Predicting and Facilitating Outcomes in Language Education" ( http://hdl.handle.net/1959.13/804346 )  with a new title better reflecting its actual theme, barriers to teaching productivity.

Although the keys to teaching success are elusive, some of the destructive forces at work against success have enough constancy to be worth the trouble of a well-developed defence system. I will collectively describe forces acting against teaching success as “the enemies of language teaching productivity”.  A productive teacher is one who adds to the learning productivity of students. A productive student is one who  acquires and retains what needs to be learned (a skill, a body of knowledge or a method of thinking) with the most efficient use of his or her mental resources, time and money...

As a working teacher, I am concerned with managing the psychology of my students as well as my own. The “enemies” in this ghostly arena of the human mind are well known to any experienced teacher. However, the bulk of this book is concerned with other distractors – enemies without. Typically they take the form of individuals and groups within institutions who have agendas which clash with what the teachers and students are trying to achieve. Productivity for these other players has an altogether different meaning from the learner’s pursuit of knowledge...

There's something queer about the relationship between Asian/Americans and U.S. national identity. From the bachelor sojourner to the perpetual foreigner, representations of Asian bodies as alien illuminate how citizenship extends beyond legal status to encompass cultural notions of national belonging. As ideals surrounding heteronormative domesticity consolidated criteria for who counts as American, Asian bodies were constructed as a threatening Other, exhibiting modes of gender and sexuality deemed improper, perverse, and deviant. Since these depictions were used to rationalize exclusionary policies, dominant efforts have often responded by refuting these representations and thus further marginalizing gay and lesbian struggles. Instead, this course centers LGBTQ Asian/American experiences that proliferate queer (be)longings to critique the inequities of citizenship and imagine alternative social visions. It explores a range of cultural texts including novels, plays, experimental film, and performance art that proffers forms of belonging and longing that exceed the conventional parameters of American identity. " (Be)longing " thus serves as our guiding framework for grappling with the historical configuration of Asian/Americans as perverse subjects of U.S. citizenship and war as well as the creative modes of queer worldmaking enacted through activism and art that desire otherwise.

/ Poster Design by Emine Köseoğlu /

Dersin Amacı
Bu dersin amacı, algılama sürecinin oluşma biçimini tanıtarak; mekan ve mekânsal çevrelerle kurulan zihinsel ilişkinin öğelerini (sesler, kokular, doku, malzeme, biçim, …) ve boyutlarını (görsel, işitsel, kokusal, dokunsal, …) anlama ve fark etme görgüsü kazandırmak ve böylesi bir deneyimin sonuçlarını ifade etmeyi öğretmektedir. Derste ayrıca, mekân psikolojisinin kavramlarının ( mahremiyet, kişiselleştirme, stres, kademelenme, …) tanıtılması hedeflenmektedir.

The aim of this study was to design English for Academic Purposes (EAP) course for University students enrolled in the Computer Science Department. For this purpose, academic English language needs of the students were analyzed by using a 5 point Likert scale questionnaire. Additionally, interviews were also conducted with four faculty members of the department and the data were analyzed qualitatively. Thus, mixed methods were used for collection and analyses of data. The results of the analysis of questionnaire and interviews indicate that the four language skills, namely listening, speaking, reading and writing are frequently used in students’ academic context and among the four, speaking is the most frequently used skill. Students are deficient in writing and speaking skills as compared to listening and reading; therefore, speaking and writing should be given preference while designing the syllabus.