thoughts on el curriculum in indonesia
TRANSCRIPT
Thoughts on EL Curriculum in
Indonesia
Dr. Willy Renandya
National Institute of Education
Nanyang Technological University
Singapore
NUS-CELC – 20 Oct 2014
About me …
March 2014
A little bit about me
Udergraduage and Graduate Programmes
Purpose of Session
Discuss issues on KKNI-based
Curriculum
S2
S1
S3
Sekolah Menengah
Umum
1
2
3
4
5
7
8
9
6
KKNI – National Qualification Framework
Professional
graduates
LEVEL 6 (SARJANA/DIPLOMA-4)
1. Mampu mengaplikasikan bidang keahliannya dan memanfaatkan
IPTEKS pada bidangnya dalam penyelesaian masalah serta mampu
beradaptasi terhadap situasi yang dihadapi.
2. Menguasai konsep teoritis bidang pengetahuan tertentu secara umum
dan konsep teoritis bagian khusus dalam bidang pengetahuan tersebut
secara mendalam, serta mampu memformulasikan penyelesaian
masalah prosedural.
3. Mampu mengambil keputusan yang tepat berdasarkan analisis informasi
dan data, dan mampu memberikan petunjuk dalam memilih berbagai
alternatif solusi secara mandiri dan kelompok.
12 Universities in Java
1. Core competencies (utama)
2. Supporting competencies
(pendukung)
Forkom PBI (Consortium)
Forkom – Core Competencies
Core
Pedagogical
Professional
Personal
Social
How about some
examples from your
curriculum?
Forkom: Supporting Competencies
Supporting
Moral values
Religious values
Institutional identity
Others
How about some
examples from your
curriculum?
Curricular Goals
EL Graduates
EL proficiency
EL subject matter knowledge
EL Pedagogical knowledge and skills
Character, moral, social goals
EL Proficiency
Proficient Users
General English
Pedagogical English
Academic English
To what extent are these competencies
reflected in your curriculum?
An important question!!
Language skill courses may be
included in the curriculum, but how
do we know that this will produce
the desired learning outcomes?
In other words …
Fluency
Appropriacy
Accuracy
Complexity
Will our students be
able to develop a high
degree of competence
in the language?
UMY EL Proficiency Target
IELTS TOEFL Paper
7.5 625
7.0 600
6.5 575
6.0 550
5.5 525
4.5 - 5.0 500
Desirable?
Achievable?
Valid measure?
IELTS Band Descriptors
Band 6 Competent
user
has generally effective command of
the language despite some
inaccuracies, inappropriacies and
misunderstandings. Can use and
understand fairly complex language,
particularly in familiar situations.
Band 5 (TOEFL
500)
Modest user
has partial command of the language,
coping with overall meaning in most
situations, though is likely to make
many mistakes. Should be able to
handle basic communication in own
field.
Band 4 Limited user ...
Are these real??
Oh Andi ...
Today Andi absent at
school . He got sick
dent ... After check
Andi given recep with
the doctor ...
From: xxxxx <xxxxxxxxxxx>
Sent: Thu, February 4, 2010 7:34:29 AM
Subject: Re: February topic
Dear xxxx ,
I have similar ideas and opinions with xxx.
Having experience of being a trainer in developing teachers'
professionalism drives me into a conclusion that most
teachers/trainees are less even not creative. They are trying
hard to be good in front of trainers due to getting certificate of
being professional teachers, but then coming to their own
habitat, there is no improvement of their performance in teaching
and learning.
xxxx
What’s wrong with this
text message?
How do people develop
competence in a second or
foreign language?
Input Process Output
Language learning is complex?
input intake acquisition access output
A Model of SLA and Use
Source: Richards, 2002: 157
Development of complex
linguistic system
Development of
productive language use
(skill development)
input intake acquisition
Linguistic System
Sound system
Lexical
Syntactic
Pragmatic
Socio-linguistic
Discourse
“This complex and
implicit system is not
dependent on learner
practice of language, but
rather is dependent on
exposure to what is
called input. “
(Wong & VanPatten,
2002: 404)
Language Research
The real stuff of language acquisition is the slow
acquisition of form-function mappings and the
regularities therein. This skill, like others, takes
tens of thousands of hours of practice, practice
that cannot be substituted for by provision of a few
declarative rules (Ellis, 2002:175)
Ellis, N.C. (2002). Frequency effects in language processing. SSLA, 24, 143-188
In Simple Language
1. Like learning other skills, language
learning takes time
2. When we hear and see the language
frequently, we’ll learn it.
3. Teach language as skill or ability, not just
as knowledge
Ellis, N.C. (2002). Frequency effects in language processing. SSLA, 24, 143-188
Empirical Evidence
What do successful learners do to
enable them to achieve a higher
proficiency in English?
Highly Successful Chinese Learners
Winners of national EL competition
Thousands of hours of practice
Repeated listening and viewing of
audio and video materials
Countless hours of memorization and imitation
Ding, Yanren. (2007). Text memorization and imitation: The practices of successful Chinese
learners of English. System, 35, 271-280.
Highly Successful Chinese Learners
Ding, Yanren. (2007). Text memorization and imitation: The practices of successful Chinese
learners of English. System, 35, 271-280.
I was so slow in the beginning.
With the same tape, I had to
listen to it many more times ...
But maybe because I had
listened much more than
others, I gradually developed
some feel for the language …
(p. 277)
Highly Successful Chinese Learners
Ding, Yanren. (2007). Text memorization and imitation: The practices of successful Chinese
learners of English. System, 35, 271-280.
“I feel that I just have countless
patterns sort of swimming around
in my head”. (p. 278)
“… lines from movies often
naturally pop out …” (p. 275)
The listening-speaking connection!!
Case study: Belicia
• SMAN 5 (Yr. 3) Bandung
• Scored 570 on TOEFL in Yr.1
• Member of award-winning debating
team
Case study: Belicia
• Avid reader since SMP years
• Has read some 200 English novels
• Some titles read over several times
Evidence of the power of
input-based learning
Theoretical Framework
Balanced Language Curriculum
Meaning-focused
input
Meaning-focused output
Language-focused activities
Fluency-based
activities
Four Strands
Source: Nation & Newton, 2009 (Routledge)
Lots of
meaningful
exposure via
listening,
viewing and
reading
Balanced Language Curriculum
Meaning-focused
input
Meaning-focused output
Language-focused activities
Fluency-based
activities
Four Strands
Source: Nation & Newton, 2009 (Routledge)
Lots of
meaningful
communication
via speaking
and writing
Balanced Language Curriculum
Meaning-focused
input
Meaning-focused output
Language-focused activities
Fluency-based
activities
Four Strands
Source: Nation & Newton, 2009 (Routledge)
Lots of language
awareness
activities (e.g.,
disrupt, interrupt,
abrupt)
Balanced Language Curriculum
Meaning-focused
input
Meaning-focused output
Language-focused activities
Fluency-based
activities
Four Strands
Source: Nation & Newton, 2009 (Routledge)
Lots of meaningful,
repeated practice!!!
Practice what you
know!
Year 1 Year 2 Year 3 Year 4
Variable Distribution Model of
Skills Curriculum
Optimal impact of
learning
YEAR 1
Input-based Learning
Output-based Learning
YEAR 2 YEAR 3 YEAR 4
Not Forcing but Allowing students to produce language
along the way
Variable Focus Curriculum
Curricular Goals
EL Graduates
EL proficiency
EL subject matter knowledge
EL Pedagogical knowledge and skills
Character, moral, social goals
EL Subject Matter Knowledge (SMK)
SMK
Culture Phonetics
Syntax
Discourse
Socio-Linguistics
Psycho-linguistics
Are these covered in
the curriculum?
• In which semester are the EL SMK
courses offered?
• Are these courses similar to or different
from courses taught in Gajahmada’s
linguistics department?
• Can you make them more pedagogically
oriented? Pedagogical Phonetics,
Pedagogical Grammar, Classroom
Discourse Analysis etc.
EL Subject Matter Knowledge
Can you make them more pedagogically
oriented? Pedagogical Phonetics,
Pedagogical Grammar, Classroom
Discourse Analysis etc.?
Curricular Goals
EL Graduates
English proficiency
Subject matter knowledge
EL Pedagogical knowledge and skills
Character, moral, social goals
Pedagogical Knowledge and Skills
Pedagogy
Ed Psych
FLA/SLA
TEFL Language
Testing
Practicum
Are these covered in
the curriculum?
Crucially Important Questions
1. What are the main references you use to
teach these courses?
2. To what extent do you customize your
courses?
Crucially Important Question
3. Beware of SLA fallacies
• SLA research done in ESL
contexts
• ESL oriented methodology (e.g.,
CLT)
• Heavy emphasis on language use
ESL vs EFL
http://www.youtube.com/watch?v=tdPG6YCl96s
Recommended Books
Neglected Pedagogical Skill - Motivation
• High motivation = success in learning
.. learners with sufficient
motivation can achieve
a working knowledge of
an L2.
0 10 20 30 40 50 60 70 80
Assignment
Hardworking
Proficient in EL
Diagnoze Weaknesses
Experiment
Well-organized
Knowledgeable
Autonomy
Motivate Ss
What makes a good English teacher?
Able to motivate Ss
Wrapping up: More Questions than Answers
EL Graduates
EL proficiency
EL subject matter knowledge
EL Pedagogical knowledge and skills
Character, moral, social goals
UM Curricular Team
Curricular Framework
Goals & Objectives
Learning theories and
principles
Syllabus (Scope and sequence)
Materials
Methodology
Assessment
Prepare a
curriculum
document that
makes explicit
the 6 elements.
