Curriculum Development for Small Group Esl

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  • Topic: Vowel, Language, Second language acquisition
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Cohen Van Court
EDU 580: Assessment 1
December 22, 2012

I. Description of Learners
This private tutoring course has been developed for three elementary school girls, ages 8 - 11. They are sisters, recent immigrants from Saudi Arabia, who will be living and attending school in the U.S. for approximately two years. These students have been assigned a private English language tutor by Cartus Intercultural Language Solutions on behalf of Chevron Corporation, as part of their family’s transfer package. The students have a language background in Arabic, which is the primary language spoken in their home. They each attend a small, private, international school, where their teachers allow them certain “ESL modifications”. Information gathered from these students’ needs assessment evaluations (to be discussed in section three) showed them to be in the early production stage of English language development. They have limited listening and speaking proficiency, a firm grasp of the Latin alphabet, and the ability to read and write at about a kindergarten level. The students were very hesitant to speak English initially, which made assessment difficult.

II. Course Rationale

Cartus’ language trainers develop individualized programs to meet the needs of each participant, based on the results of the initial needs assessment process. Language trainers design programs for such practical applications as function-specific skills and vocabulary and conversational proficiency in order to increase your participant’s competency and confidence. Every aspect of the training program is customized. Considering this scenario, there is no standardized curriculum. Once students’ needs have been assessed, and reachable goals have been determined, then materials must be purchased in order to meet course objectives. The primary stakeholder is the children’s father, the students themselves are the secondary stakeholders, and their elementary teachers could be considered as tertiary stakeholders.

III. Needs Analysis
Cartus leaves analysis and evaluation up to the individual language instructor. An interview was conducted with the father over the phone to determine his goals for each child. During this conversation he also provided insight into each child’s personality and individual English proficiency. It was then discovered that a previous trainer had conducted an English language assessment while the children were still in Saudi Arabia. This assessment can be seen in Appendix 1. Considering the results of the previous assessment, the instructor conducted one on one interviews with each child trying to gauge their levels of proficiency in the following areas: listening, speaking, reading, and writing. The instructor sought to identify any gaps between what students are able to do and what they are required to do at school. Low beginning level questions, such as the ones listed below, were asked in order to define both preliteracy and literacy skills the students possessed. These initial questions were asked orally. How many brothers do you have?

How many sisters do you have?
What is the name of your teacher?
What is the name of your baby sister?
How many fingers do you have?
What is your favorite toy?
In addition, during the course of the program, one of the children’s teachers was consulted in order to identify more specific goals.

IV. Goals and Objectives
The students’ father is the primary determiner of their educational goals. He stated, “They each need to be able to read passages at a faster rate and be able to speak and conversate.” (sic) In order to achieve these goals, the instructor took into account the students’ needs and abilities and set the following objectives to meet the father’s fairly broad goal: * Know the names and sounds of all the consonants and vowels * Understand phonics concepts such as consonant combinations * Follow along, reading, and summarizing simple stories with pictures *...
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