Peace Corps Language Training Curriculum [electronic resource]
This competency-based curriculum in foreign language learning for Peace Corps volunteers is designed for beginning learners and stresses listening and speaking skills. The curriculum contains the following components: an initial Scope and Sequence chart; three sections on activities (General, Gramma...
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| Online Access: |
Full Text (via ERIC) |
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| Corporate Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1993.
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| Subjects: |
| Summary: | This competency-based curriculum in foreign language learning for Peace Corps volunteers is designed for beginning learners and stresses listening and speaking skills. The curriculum contains the following components: an initial Scope and Sequence chart; three sections on activities (General, Grammar, and Listening), 14 topic area units (the core of the curriculum), and a "Sample Format for the Language Curriculum" showing a possible format for students learning English in order to live in the United States. The topic areas, which are ordered according to the new volunteer's most common needs, are: (1) Personal Identification; (2) Classroom Orientation; (3) Social Language; (4) Food: Host Family; (5) Housing: Host Family; (6) Money; (7) Employment; (8) Health; (9) Clothing; (10) Shopping for Food; (11) Housing: Finding a Place To Live; (12) Transportation; (13) Food: Restaurant/Host; and (14) Communications: Post Office and Telephone. Each topic unit includes the following information: (1) competencies; (2) situations where the language would probably be used; (3) functions; (4) English language samples for each competency; and (5) suggested activities for each competency. The activities that can be used for a variety of competencies are described in the three separate activities sections. All activities are divided into three stages: Presentation, Practice, and Use. Among principles guiding the design of the curriculum are the following: (1) the overall goal is successful communication; (2) language practice should be situationally based; (3) social context affects language in important ways; (4) language learning should be spiralled (i.e., reviewed and reinforced in different contexts); (5) instruction should be tailored to individual needs as much as possible; (6) not everything has to be fixed--the curriculum aims at maximum flexibility; and (7) competency-based language instruction allows for a variety of methods, materials, techniques, and activities which should conform to the individual learning styles of adults. (LR) |
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| Item Description: | ERIC Document Number: ED376735. Availability: Peace Corps, Information Collection & Exchange, 1990 K Street, N.W., 8th Floor, Washington, DC 20526. |
| Physical Description: | 130 p. |
| Audience: | Teachers. Practitioners. |