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"English Curriculum"
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Texts, voices and stories: Indigenous education futures are Blak and bright
Indigenous education futures require the prioritising of Indigenous voices. We need to ensure educators are engaging in deep listening, critical self-reflection and learning to develop necessary understandings. This paper will explore the urgency of prioritising Blak voices in all classrooms, emphasising the role of Indigenous-authored texts through a reflection on my doctoral research journey. This exploration stems from the absence of Indigenous representation in my own schooling, loving reading and literature, and never experiencing my own literary histories. Through considerations of Indigenous research methods and positionality, this paper will look to the future of text selection and fostering a pathway forward that places Blak voices at the forefront in all learning settings. Our Indigenous futures require non-Indigenous peoples to strip away their fears and apprehension when engaging with our knowledges and histories, and for our voices to be amplified and at the forefront.
Journal Article
Nativeness versus intelligibility as goal of English pronunciation teaching in China: Changing attitudes in national syllabi and curriculum standards
Since the 1990s, the emphasis on intelligibility as a goal in pronunciation teaching rather than near-native or nativelike competence has been reinforced by the increasing use of English as a lingua franca. The insight of the intelligibility principle has greatly impressed researchers in China’s English education, but has “very limited and weak” impacts on English pronunciation teaching and learning in China. English education in China has been systematically conducted from schools to universities under the direction of national syllabi and curriculum standards issued by the Ministry of Education. Using the documentary research method, this paper, the first try of its kind, takes a historical look at China’s national syllabi and curriculum standards for schools issued after 1949, focusing on the conception of the nature and the role of pronunciation and pronunciation teaching, pronunciation goals, teacher’s role, as well as requirements or suggestions about what to teach and how to teach. By tracing the process of developments in pronunciation teaching notions and principles that were and/or are officially advocated in China, the paper reveals two important facts. First, the English national syllabi and curriculum standards have encompassed both the nativeness principle and the intelligibility principle, though implicitly giving dominance to the former one, which in part accounts for the favor for the nativeness principle in formal English education, especially in schools, in China. Second, with the notion of English as a lingua franca adopted in the syllabi and curriculum standards, the intelligibility principle has been gaining more and more weight. Consequently, by elaborating that the two principles are by nature not incompatible, it is proposed that the current curriculum standards go further to take balanced attitudes towards the two principles so as to lead Chinese English teachers and students to set more realistic and instrumental-pragmatic pronunciation goals in line with varying English learning purposes. The findings and the proposal could be adopted by teachers and learners so as to change the school reality and may shed light on future relevant revisions of the current national English curriculum standards, teaching material development, teacher training, and pronunciation teaching methodology research.
Journal Article
Cultural Education in Transition: Re-envisaging National English Curricula of China from a Global Citizenship Perspective
The development of Global Citizenship Education (GCE) in China has spurred some transitions in cultural education related to English curriculum development. Notwithstanding researchers have discussed cultural education in the field of English language teaching, there is still a dearth of study in Chinese academia about the diachronic analysis of cultural education with reference to GCE in the National English Curriculum Standards (NECS). To fill the gap, a qualitative study was conducted to examine the extent to which Chinese NECS considers the impact of GCE with regard to cultural education, and how cultural education has transitioned between two NECS during the past decade through qualitative content analysis of themes including orientation of cultural education, Chinese cultural education, global cultural education, transcultural education, and cultural education of English-speaking countries. The findings reveal that critical GCE has not been sufficiently taken into account in NECS, while some transitions associated with inclusivity and diversity were identified regarding cultural education in the new curriculum, which could provide implications for English curriculum development and teachers’ practices towards more flexible, dynamic and fluid transcultural communications.
Journal Article
The evolution of the college English curriculum in China (1985–2015): changes, trends and conflicts
English language education has always been accorded paramount importance in China since the mid-1980s. In order to improve English teaching quality, China has initiated several rounds of English curriculum reform at various levels against the backdrop of the unprecedented spread of English as a lingua franca. Drawing upon the texts of the national curriculum documents and the relevant research literature, this paper examines the evolution of the College English curriculum for non-English majors in Chinese higher institutions over the past three decades. It reviews a number of what we see as the most important trends relating to the College English curriculum development, together with some discussion of particularly controversial issues arising from this process. We base the paper’s findings on a three-part theoretical framework consisting of social development, students’ needs and knowledge development to identify the factors which provide the impetus for change in the College English curricula.
Journal Article
Fryer Model on Vocabulary Learning
This study examined the impact of utilizing the Fryer model technique to enhance vocabulary acquisition among new students at Jordan’s Othman bin Affan Secondary School as a component of reading proficiency. The sample for this research consisted of 128 male students in the ninth grade during the 2023–2024 academic year. The sample was evenly allocated into two groups: the control group and the experimental group. The experimental group participated in an educational program utilizing the Fryer model, compared to the control group, which adhered to the more conventional curriculum. The data were acquired and structured using a quantitative approach. The pre- and post-assessments were intended to evaluate how the pupils performed before and after the training program. The analysis’ findings revealed a notable improvement in the results of the experimental group compared to the control sample. The inadequate results of the control group were due to the group’s insufficient understanding of the Fryer model since they were not taught using this method.
Journal Article
Computational thinking integrated into the English language curriculum in primary education: A systematic review
Computational thinking (CT) is valued as a thinking process that is required to adapt to the development of curriculum in primary education. In the context of modern information technology, English as a language subject emphasizes the necessity for changes in both learning and teaching modes. However, there is a lack of up-to-date synthesis research and a comprehensive overview surrounding CT integrated into English language curriculum learning and teaching in primary education. To address this research gap, this study conducted a systematic literature review on CT in the primary English curriculum, based on papers published from 2011 to 2021. The purpose of this review is to systematically examine and present empirical evidence on how CT can be integrated into the teaching and learning of the primary English language curriculum in educational contexts. The review was conducted based on the PRISMA 2020 statement and presents a synthesis of 32 articles. The CT-TPACK model was adopted as a lens and framework to analyze these articles. The results indicate that the relationship among CT, content knowledge of English language curriculum, pedagogy and learning knowledge, technology and resources is highlighted. Research on the integration of CT into English courses using unplugged activities is still insufficient. The research about how teachers and students use CT to support content knowledge of the English language curriculum in various educational contexts is still in its infancy.
Journal Article
L2 English Reading Fluency in Korean Elementary Schools : Analyses of National English Curriculum and Textbooks
Reading fluency (RF) is considered one of the crucial factors for successful reading. However, in S. Korean context, it has been less acknowledged and thus little delivered particularly in elementary school level. This study investigated the national English curriculum and authorized textbooks for Korean elementary schools in terms of RF. The national curriculum is investigated in accordance with the classification of the lower- and higher-level reading processes. Next, in order to examine the textbooks, 10 years of RF empirical studies were reviewed; reading texts and activities of the textbooks were then compared to those of the empirical studies which played a role as guidelines for reading texts and activities for RF in Korean Elementary School level. The analysis of the national curriculum revealed its bias towards the higher-level reading process without first developing students’ RF, and the comparison of the textbooks and the empirical studies demonstrated insufficient text and reading activities to develop RF of young learners. Based on the findings, several suggestions, implications for teachers and directions for future research are offered.
Journal Article
Shifting Models of Early Childhood Education: A Study of Curriculum Ambivalence in English Preschool Mathematics
In this paper, by means of a comprehensive analysis of the statutory and non-statutory documents that govern its preschool provision, we examine how early childhood education and care (ECEC), particularly in relation to mathematics, is conceptualised by the English educational authorities. Situated within international debates about economic (school-readiness, accountability-driven) versus social (holistic, play-based, rights-oriented) models of ECEC, the study explores how curriculum expectations, assessment practices and didactical guidance collectively frame young children’s learning opportunities. Drawing on a document-based analytic approach, and guided by six literature-derived questions, the analysis reveals significant inconsistencies both within and between documents, including conflicting messages about the purpose of preschool, an uneven emphasis on school readiness, and ambivalent statements regarding the role of play, instruction and practitioner agency, as well as contradictory and shifting expectations surrounding the scope, status and pedagogical treatment of early mathematics. While statutory materials frequently privilege school readiness and narrowly defined number outcomes, non-statutory guidance promotes broader mathematical thinking, exploratory play and child-initiated reasoning. Overall, the findings demonstrate limited coherence across the English authorities’ ECEC expectations and highlight the interpretive and professional challenges faced by practitioners expected to implement this fragmented early years mathematics policy landscape.
Journal Article
Common Core Standards: The New U.S. Intended Curriculum
The Common Core standards released in 2010 for English language arts and mathematics have already been adopted by dozens of states. Just how much change do these new standards represent, and what is the nature ofthat change? In this article, the Common Core standards are compared with current state standards and assessments and with standards in top-performing countries, as well as with reports from a sample of teachers from across the country describing their own practices.
Journal Article