Developing an Academic English Curriculum for Sudanese Universities: Parameters and Context
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The document discusses the development of an academic English curriculum for Sudanese universities, focusing on the parameters and context of English for specific purposes (ESP) and English for academic purposes (EAP). It highlights the importance of addressing student needs and adapting teaching methodologies, particularly in reading and communication skills necessary for academic success. The document also touches on the College English Test (CET) in China, emphasizing the need for a structured assessment approach to enhance English learning quality.
Developing an Academic English Curriculum for Sudanese Universities: Parameters and Context
- 1. Developing an Academic English Curriculum for Sudanese Universities: Parameters and Context Yasir Hassan Hussein Omdurman Islamic University
- 2. English for Specific Purposes (ESP) EAP EOP
- 3. English for Academic Purposes EAP A working definition … ‘EAP is concerned with those communication skills in English which are required for study purposes in formal educational systems’ (ETIC 1975) (ETIC 1975)
- 4. Developing an Academic English Curriculum for Sudanese Universities: Parameters and Context Yasir Hassan Hussein Omdurman Islamic University
- 5. 1. National College English Teaching Syllabus (NCETS) – China. 2. College English Test (CET)
- 6. Non linguistic developments in ESP "what makes ESP different is not the approach, not the language in general, not the texts in particular, not the methodology-none of which needs to be specific- but the awareness of a target situation: “ Clare (1997) Clare (1997)
- 7. Non linguistic developments in ESP Target Situation Students Needs Language Setting
- 8. Language Setting (totality of communication roles) “a description of the role of the target language and the roles that all other languages fulfil in the local community i.e. establishing the role of English in respect to all other languages”
- 9. Language Setting (totality of communication roles) is “an indication of the degree of support which the learner can find in the immediate environment”
- 10. In 1973-1978, at University of Khartoum, the Medium of instruction was “Largely English” Swales (1990)
- 11. Needs Priority Time Purpose of use Medium Involved Stakeholders Immediate Learning Needs First and second year Access to Knowledge & extracting information Reading (mainly) Learner , Teacher, school Late Learning Needs Third year onwards Field work and training Mostly Productive Skills Learner , Teacher, school, training setting Very late Needs After graduation Successful Communication in Occupational Settings Usually the four skills Employer and job setting
- 12. National College English Teaching Syllabus (NCETS) An important stated aim of (NCETS) is to 'improve access to scientific and technical literature through reading in English'. Weir et al (2000: 1-2)
- 13. A key principle for ESP learners is ''extracting information accurately and quickly'' Johns and Davies (cited in Dudley-Evans and St John(1998)
- 14. “In most EFL university situations, reading academic texts will be the biggest requirement for students.” “the greatest need of students is the ability to read text books”. Jordan (1997)
- 15. ICT and classroom-assisted English teaching model as in China College English From College English Curriculum Requirement (p.6) by Chinese Ministry of Education, 2004
- 16. “an emotionally secure environment in which they can develop the confidence to make mistakes, and offers them plenty of opportunities to make the halting attempts and approximations that are so necessary for language learning. ” (Naizhao & Dongfu:2004) An Ongoing Teaching Experimental Project of EFL in a Chinese Tertiary Education Context
- 17. Testing ….. “real change will not take place in schooling until significant change happens to assessment” dffffffffffffffcccccfff (Torrance,1999)
- 18. Why should testing be a policy-makers concern? 1. Assessment shifting from behaviorist to constructivist paradigm. 2. More emphasis to process learning improvement than evaluation of products
- 20. The College English Test (CET) was launched in 1987 in order to …… • “1. motivate fulfilment of the national curriculum • 2. evaluate college students' English ability” Li (2009)
- 21. What is College English Test? (administered by the Ministry of Education of China) is a nationwide standardized test, aiming at an objective assessment of English proficiency of Chinese college students and an effective feedback for college teachers to improve their classroom teaching. Guo (2006)
- 22. Instead of vague terms as “a relatively high ability,” “moderate ability,” and “a means for exchanging information,” there should be concrete objectives and reliable yardsticks as to what level we want students to achieve.
- 23. Relating Examinations to the Common European Framework of Reference for Languages (CEFR)
- 24. Why reforming CET? • To drive students to learn English in a more qualitative way.
- 25. Needs Priority Time Purpose of use Medium Involved Stakeholders Immediate Learning Needs First and second year Access to Knowledge & extracting information Reading (mainly) Learner , Teacher, school Late Learning Needs Third year onwards Field work and training Mostly Productive Skills Learner , Teacher, school, training setting Very late Needs After graduation Successful Communication in Occupational Settings Usually the four skills Employer and job setting
- 26. Classifications of the purpose of communication into two domains, that, is work and professional study is not always the case. Many communicative events are practised to help transition from study to work situations such as report writing” Kaewpet (2009)
- 27. The Recent Reform of CET Components Proportion (old version) Proportion (new version) Section 1: listening 20% 35% Section 2: reading 40% 35% Section 3: vocabulary & structure 15% - Section 4: comprehensive testing 10% 15% Section 5: writing 15% 15%