chapter 1
Enhancing English Oral Communication through Differentiated Instruction Using Integration Matrix of Layered Curriculum and Multiple Intelligences
การปรับปรุงการพูดภาษาอังกฤษเพื่อการสื่อสารผ่าน
การสอนภาษาอังกฤษตามความสามารถของผู้เรียนโดยใช้การบูรณาการระหว่าง
เลเยอร์เคอริคูลัมและพหุปัญญา
Background of the study In non-English-speaking countries around the world, English is widely accepted in many differences. Generally, English is emerging as international language in a form of linguistic and socioeconomic power. The changing status of English in EFL instructional contexts will most have an impact on how English is taught and learnt (Kachru, 1986 as cited in Johnson 1995, p.134). One of the most difficult skills in learning English is speaking. As speaking is considered “real time” differing from reading and writing, the information that is delivered cannot be edited or revised after. During the late twentieth century, the ESL implication method called communicative language teaching was raised among teachers. It had provided learners to communicate in the target language when teachers emphasized more on how students meaningfully communicated. However, to communicate well with other people in the target language, accuracy and fluency are both needed (Bailey, 2003). In expanding communicative competence, a wide range of linguistic and interactional competencies should be encouraged in order to allowing patterns of communication in which the structure and content of the interaction can be constructed and controlled. This means that more extended discourse, more meaning-focused interactions, and self-initiated participation are allowed to require both meaning and form-focused instruction to create opportunities to use language for learning (Johnson, 1995). The Thai Ministry of Education (2008) announced that the core curriculum for national education is served for implementation of the Basic Education Curriculum 2001 to maintain Thailand’s
การปรับปรุงการพูดภาษาอังกฤษเพื่อการสื่อสารผ่าน
การสอนภาษาอังกฤษตามความสามารถของผู้เรียนโดยใช้การบูรณาการระหว่าง
เลเยอร์เคอริคูลัมและพหุปัญญา
Background of the study In non-English-speaking countries around the world, English is widely accepted in many differences. Generally, English is emerging as international language in a form of linguistic and socioeconomic power. The changing status of English in EFL instructional contexts will most have an impact on how English is taught and learnt (Kachru, 1986 as cited in Johnson 1995, p.134). One of the most difficult skills in learning English is speaking. As speaking is considered “real time” differing from reading and writing, the information that is delivered cannot be edited or revised after. During the late twentieth century, the ESL implication method called communicative language teaching was raised among teachers. It had provided learners to communicate in the target language when teachers emphasized more on how students meaningfully communicated. However, to communicate well with other people in the target language, accuracy and fluency are both needed (Bailey, 2003). In expanding communicative competence, a wide range of linguistic and interactional competencies should be encouraged in order to allowing patterns of communication in which the structure and content of the interaction can be constructed and controlled. This means that more extended discourse, more meaning-focused interactions, and self-initiated participation are allowed to require both meaning and form-focused instruction to create opportunities to use language for learning (Johnson, 1995). The Thai Ministry of Education (2008) announced that the core curriculum for national education is served for implementation of the Basic Education Curriculum 2001 to maintain Thailand’s
References: Amkham, C. (2010). Effects of differentiated writing instruction by tiered assignments on writing ability of ninth grade students (Master’s thesis, Chulalongkorn University, Bangkok, Thailand) Bailey, K.M. (2003). Speaking. In Nunan, D. et al., Practical English Language Teaching (pp.47-65). Singapore: McGraw-Hill. Edunators. (2013). Differentiated Instruction using Layered Curriculum. Retrieved from http://www.edunators.com/index.php/home/topclassroom/differentiating- instruction-using-layered-curriculum Gregory, H.G Gun, S.E. (2013). The reflections of Layered Curriculum to learning-teaching process in social studies course. International Journal of Instruction, 6(2), 87-98. Haley, H.M. (2010). Brain-Compatible: Differentiated Instruction for English Language Learners. Pearson. Heacox, D. (2002). Differentiating Instruction in the Regular Classroom: How to Reach and Teach all Learners, Grades 3-12. Minneapolis, MN: Free Spirit Publishing. Johnson, E.K. (1995). Understanding Communication in Second Language Classrooms. Cambridge University Press. Ministry of Education. (2008). Basic Education Core Curriculum B.E. 2551 (A.D. 2008). Nunley, F.K Nunley, K.F. (2003). Layered Curriculum Brings Teachers to Tiers. Education Digest, 69(1), 31-36. O’Meara, J. (2010). Beyond Differentiated Instruction. Corwin Press. Tomlinson, C. (2013). Fulfilling the promise of differentiation: responding to the needs of all learners. Retrieved from http://www.caroltomlinson.com/index.html.