Exploring discrepancies between beliefs and practices in ESL curriculum and syllabus design

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dc.contributor.authorFester, Anthea Marcelleen_NZ
dc.contributor.authorJohnson, Dianeen_NZ
dc.contributor.editorGetsaki, Christinaen_NZ
dc.contributor.editorAlexiou, Thomaien_NZ
dc.date.accessioned2016-02-23T20:12:56Z
dc.date.available2015en_NZ
dc.date.available2016-02-23T20:12:56Z
dc.date.issued2015en_NZ
dc.description.abstractIn response to a questionnaire-based survey of teachers of English as a second language (ESL) (involving a sample of teachers from five different countries), more than one third indicated that the institution in which they worked either did not have an overall curriculum for the English courses offered or that they did not know whether it had one or not. Many respondents added comments indicating that the curriculum documents that were made available to them were inadequate, incomplete or unhelpful. In follow-up in-depth interviews with a sample of language programme managers, interviewees were asked a series of questions about their institutional curricula. All but one claimed that their institutions had curricula relating to their ESL programmes, that each of the courses offered was described in terms of levels with associated proficiency-style level descriptor statements and that there were ‘can do’ learning outcome statements associated with each course. However, a review of the curriculum documents provided by the interviewees did not always confirm their perceptions of them. This paper presents and discusses some of the findings of the research project as a whole, suggesting some possible reasons why there appears to be so much confusion and disagreement about the nature of the ESL curriculum.en_NZ
dc.format.extent18en_NZ
dc.format.mimetypeapplication/pdf
dc.identifier.citationFester, A. M., & Johnson, D. (2015). Exploring discrepancies between beliefs and practices in ESL curriculum and syllabus design. In C. Getsaki & T. Alexiou (Eds.), Current Issues in Second/Foreign Language Teaching and Teacher Development: Research and Practice (pp. 120–139). United Kingdom: Cambridge Scholars Publishing.en
dc.identifier.isbn1-4438-8259-3en_NZ
dc.identifier.isbn978-1-4438-8259-0en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/9941
dc.language.isoen
dc.publisherCambridge Scholars Publishingen_NZ
dc.relation.isPartOfCurrent Issues in Second/Foreign Language Teaching and Teacher Development: Research and Practiceen_NZ
dc.rights©2015 copyright with the authors.
dc.titleExploring discrepancies between beliefs and practices in ESL curriculum and syllabus designen_NZ
dc.typeChapter in Book
pubs.begin-page120
pubs.elements-id136914
pubs.end-page139
pubs.organisational-group/Waikato
pubs.organisational-group/Waikato/FASS
pubs.organisational-group/Waikato/FASS/School of Arts
pubs.organisational-group/Waikato/FASS/School of Arts/General and Applied Linguistics
pubs.organisational-group/Waikato/Research Institutes And Research Groups
pubs.organisational-group/Waikato/Research Institutes And Research Groups/FASS
pubs.organisational-group/Waikato/Research Institutes And Research Groups/FASS/TTRU
pubs.place-of-publicationUnited Kingdomen_NZ
uow.identifier.chapter-no8
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