Arisleidy Green Professor Faulk English Language Syll 641672

Arisleidy Greenprofessor Faulkenglish Languagesyllabuscourse Descripti

The course focuses on teaching English as a foreign language, emphasizing interpersonal, interpretive, and presentational communication skills. It aims to help students speak English fluently and use it confidently in various contexts. The curriculum includes topics such as brain plasticity related to second language acquisition, task repetition, text comprehension, vocabulary development through authentic materials, oral proficiency with news articles, language learning environments in China, spelling enhancements, and assessment outcomes. Teaching methods include reading, reflection, analysis, and speaking exercises, with resources primarily from reputable English newspapers and academic texts.

The course incorporates project-based assignments, classroom discussions, reading reflections, vocabulary analyses, and oral assessments—culminating in a final speaking exam. Emphasis is placed on developing both receptive and productive language abilities while integrating culturally relevant literature and authentic materials like newspapers to enhance learning engagement. The curriculum emphasizes continuous assessment via journal entries, pronunciation quizzes, and oral repetitive tasks, facilitating students’ overall mastery of English language skills. Challenges encountered during curriculum design involved extensive resource gathering and detailed planning to ensure comprehensive coverage of language competencies aligned with educational standards.

Paper For Above instruction

Effective teaching of English as a second language emphasizes a multifaceted approach that targets various language skills, including speaking, listening, reading, and writing. The curriculum designed by Arisleidy Green is comprehensive, covering essential topics such as neuroplasticity in language learning, task repetition, text comprehension, vocabulary development, and oral proficiency, particularly through authentic materials like newspapers and news articles. Such an approach aligns well with contemporary theories of language acquisition, which advocate for immersive and context-rich learning environments to facilitate meaningful linguistic development (Krashen, 1982).

One of the core strengths of this curriculum lies in its integration of authentic materials, such as newspapers like The New York Times, The Wall Street Journal, and The Washington Post. Authentic materials have been shown to significantly increase engagement and provide learners with real-world language exposure, promoting contextual understanding and vocabulary acquisition (Wilkins, 1976). By analyzing newspaper articles and using them for oral exercises, students can improve both their comprehension and oral fluency. This approach also helps learners understand language use in practical scenarios, preparing them for real-life communication (Nunan, 1999).

The focus on neuroplasticity and brain training techniques underscores the importance of tailored pedagogical strategies to enhance language learning. Alonso’s work (2011) highlights that targeted brain plasticity exercises can facilitate reduction of foreign accents and improve neural commitment to second language sounds. Implementing activities involving task repetition and reinforcement can lead to greater retention and fluency, echoing the findings of cognitive neuroscience research (Pascual-Leone et al., 2005). These strategies should be complemented by active speaking and listening exercises to maximize their effectiveness.

Culturally relevant literature and comprehension activities form a vital part of learning, especially for Asian students or learners from different backgrounds. Incorporating texts that are culturally congruent helps learners connect with the material personally, fostering motivation and cultural awareness (Dang & Kessler, 2017). Reading a novel and writing reflections, as included in the curriculum, not only improves comprehension but also encourages expressive skills and cultural understanding.

Further, the curriculum emphasizes vocabulary building through authentic media, which aligns with research suggesting that exposure to real-world language enhances lexical proficiency (Schmitt & McCarthy, 2002). Using newspapers for vocabulary expansion helps learners become familiar with contemporary language and idiomatic expressions, making their language use more natural and fluent. The subsequent use of news articles as oral sources for improving fluency demonstrates a practical application of this principle, bridging receptive and productive skills effectively (Ellis, 2003).

The assessment strategy combines formative and summative components, providing balanced feedback on learners' progress. Journal entries allow introspection and reflection on language challenges, fostering metacognitive awareness (Vygotsky, 1978). Pronunciation quizzes and oral assessments at different levels gauge pronunciation, intonation, and fluency, which are essential for effective communication (Gelders & Bock, 2017). This comprehensive evaluation approach ensures that all areas of language proficiency are addressed systematically.

Implementing such a curriculum requires ongoing adaptation and resource management. Challenges faced during curriculum development include sourcing appropriate materials and ensuring alignment with learning standards. The use of credible digital resources like eBook Central facilitated access to relevant academic texts and authentic materials, which enhanced the quality of instruction. Future improvements, as suggested, include shifting from fixed weekly assignments to continuous assessments, providing a more dynamic and formative feedback loop, thus aligning with best practices in language teaching (Harmer, 2007).

In conclusion, a well-structured ESL curriculum that emphasizes authentic materials, neuroscientific strategies, cultural relevance, and holistic assessment can significantly enhance learners’ English proficiency. Integrating real-world texts like newspapers for reading, speaking, and vocabulary activities fosters practical language use. Ongoing reflection and resource management are crucial for adapting curricula to meet evolving educational and workforce needs, ultimately preparing students for effective cross-cultural communication in diverse settings.

References

• Dang, T. M., & Kessler, G. (2017). Cultural Relevance and Language Acquisition. International Journal of Applied Linguistics, 27(3), 339–355.
• Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford University Press.
• Gelders, D., & Bock, M. (2017). Pronunciation and Fluency in Language Education. Journal of Second Language Teaching, 12(2), 45–60.
• Harmer, J. (2007). The Practice of English Language Teaching. Pearson Longman.
• Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press.
• Nunan, D. (1999). Second Language Teaching & Learning. Heinle & Heinle Publishers.
• Pascual-Leone, A., Amedi, A., Fregni, F., & Merabet, L. B. (2005). The Plastic Human Brain Cortex. Annual Review of Neuroscience, 28, 377–401.
• Schmitt, N., & McCarthy, M. (2002). An Introduction to Applied Linguistics. Oxford University Press.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Wilkins, D. A. (1976). Notional Syllabus. Oxford University Press.