Real English for Real People

Developing an English Curriculum

for

Georgia Community Colleges

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Dr. Barbara Matthies

BA in German MA in Linguistics Ph.D. in Second Language Education 30 years of teaching and administration

at Iowa State University

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Taught English worldwide

Nis, Yugoslavia Kathmandu, Nepal Harari, Zimbabwe Kharkov, Ukraine Alexandria, Egypt

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Community colleges are coming to Georgia!

A new institution needs a new curriculum:

Rational Useful Integrated

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Competencies in Curriculum

General & technical knowledge

Quality orientation

Initiative

Innovation

Cultural adaptability

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Analysis & judgment

Planning

Communication

Teamwork

Integrity

Customer focus

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Certificate - Fall Semester

Introduction to Microcomputing Human Relations Business and Professional English Interpersonal Communications Modern Business Environment and Sustainable

Development

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Certificate - Spring Semester

Microcomputing Applications Effective Business Writing Business and Professional English Career Planning & Decision-making Small Business Business Math

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Students want a practical, useful course

to get a good job

to be successful and take pride in good work

to continue learning and developing

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Project Administrators want to achieve success

To attract support and resources

To attract good students

To attract the best instructors

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Instructors want to help students learn

By using effective classroom methods

By developing useful materials

By documenting student progress

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Why English is a part of the new curriculum?

World business uses English

Most of the Internet uses English

Technical manuals and reports mainly use English

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English for Specific Purposes (ESP)

Workplace English

Used in business and technology

Practical, purposeful

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First year emphasizes Reading

Scanning the visual layout

Using prior knowledge

Recognizing text organization

Locating important information in a long text

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Explain and test in Georgian

Saves time

Ensures understanding

Raises the comfort level

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Add Listening

Reading texts can be recorded

Practice listening to formal presentations

Same recordings can be used in other courses

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Assumptions

Language learning is cyclical, not in a straight line.

So, the language curriculum must be cyclical.

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Assumptions about Students

know the basic bits of English from school

motivated to improve

want to use English in real situations

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Assumptions about Instructors

want students to expand their repertoires

motivated to use techniques that succeed

creative in using limited resources

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Summary of English Curriculum

Read things written for a real audience Listen to things spoken by native English

speakers Write in response to what was read or heard Speak about familiar work-related topics

Choose topics from business and technology

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What about Grammar?

Find examples in the readings.

Also focus on word formation

(prefixes, suffixes, common roots).

Make exercises and tests on those points.

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Recommendations

Test students’ knowledge of basic English before entrance.

Give students knowledge of using English for the workplace.

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Incorporate competencies into the English syllabus.

Gain the cooperation of colleagues in other specialties.

Test students’ knowledge of how to use workplace English before exit.

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Recommendations for Materials

Always use authentic workplace materials.

Consult with colleagues in other specialties to locate materials.

Use Web sites, magazine articles, CD-ROMs, instruction manuals.

Create lessons from what is in the materials.

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Focus on reading.

Add other skills later.

Review grammar as necessary.

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Conclusions

Developing a curriculum is time-consuming, but very rewarding.

The first time is the hardest.

Revise the syllabus as needed.