the Learner-Centered Curriculum: Principles and Procedures

Here, I should like to present a set of procedures for developing a learner-centered curriculum for adult ESL. Such a curriculum will contain similar comp onents to those contained in traditional curriculum development, that is needs analysis, goal and objective setting, methodology, (including materials development and adaptation), learning arrangements and evaluat ion.However, the key difference between learner-centred and traditional curriculum development is that, in the former, the curriculum is a collaborative effort between teachers and learners, since learners are closely involved in the decision-making process regarding the content of the curriculum and how it is taught. This change in orientation has major practical implications for the entire curriculum process since a negotiated curriculum cannot be introduced and managed in the same way as one which is prescribed by the teacher or the teaching institution. The practical aspects of introducing a learner-centred curriculum will also be explored with reference to the Australian Adult Migrant Education Program

Investigations Into Availability and Quality of Urban Tourism Consumer Behaviour Information:Tourist Information Availability and Use for Dublin\u27s Tourism Stakeholder Organisations.

The availability of timely urban tourist information is increasingly important for useful learning experiences among all tourism stakeholders. National or regional tourism visitor surveys are usually either too general to be of much use, if any, to the individual city tourism stakeholder or too specific to be of much use to the city destination manager. A homogeneous city survey model has recently been made available for European city tourism organisations. A balance needs to be struck between the homogeneous information needs of the city tourism manager and the more specific needs of the individual local urban tourism sectors. This thesis sets out to see if such a balance can be found and begins by establishing a baseline of available urban tourism information in Dublin so that any increase can be measured. Dublin tourism stakeholders were asked about their use of national and regional tourism information, their information needs as decision making tools and were queried as to their interest in pan-European information for benchmarking purposes. It was found that the Federation of European City Tourist Offices, City Survey did provide a significant increase in urban tourism information. Interviews with urban tourism stakeholders demonstrated that there was significant demand for urban specific information but limitations by survey providers own policy, the legacy of years of free information and outdated tourism facts hindered dissemination of this information. However with a growing need for self reliance among urban tourism stakeholders, there is a justification for managing urban tourism information in a more systematic way coupled with centrally coordinated stakeholder management. A larger more enhanced “F.E.C.T.O. City Survey”is proposed as the central methodological platform around which stakeholders can more effectively use other methods. To this end frameworks have been put forward both to appraise available information and to enable a wider urban tourism stakeholder base to benefit from timely information provision

Language awareness in language education

Included bibliographical references.Selected papers originally presented at the International Language in Education Conference held at the University of Hong Kong, 14-16 December, 1994.published_or_final_versionCh.7 Towards a critical competence Chew, Phyllis G.L. Chew, Phyllis G.L. 103Ch.14 Oral miscue analysis for Chinese readers reading in Chinese Chern, Chiou-lan Chern, Chiou-lan 215Ch.9 Investigating the oral fluency of 15 EFL teachers: a quantitative approach revisited Lam, Wendy Y.K. Lam, Wendy Y.K. 133Ch.12 First language literacy and second language reading Parry, Kate Parry, Kate 181Ch.8 When does a carrot become a stick? Changing attitudes and English language proficiency of Hong Kong student teachers Crew, Vernon Crew, Vernon 117Ch.11 Self-assessment of pronunciation by Chinese tertiary students Jones, Rodney H. Jones, Rodney H. 169Ch.4 Grammatical terminology: is there a student/ teacher gap? Berry, Roger Berry, Roger 51Ch.5 Hong Kong learners and English words: the formal- semantic gap McNeil, Arthur McNeil, Arthur 69Ch.13 A theoretical framework for teaching Chinese- English/English-Chinese translation to tertiary students: the use of 'foreign translation theories' for 'domestic' purposes through S.E.A.S. Ngan, Heltan Ngan, Heltan Kong, Judy Kong, Judy 199Ch.6 Exponents of repair and other interactional features in small group work Martyn, Elaine Martyn, Elaine 87Introduction Nunan, David Nunan, David Berry, Roger Berry, Roger Berry, Vivien Berry, Vivien iCh.10 Coherence rating: what goes on in the raters' minds? Wong, Grace Wong, Grace 149Ch.1 How aware should language aware teachers and learners be? Carter, Ronald Carter, Ronald 1Ch.2 Using thematic organisation for evaluating school children's written narratives Ghadessy, Mohsen Ghadessy, Mohsen 17Ch.3 Why 'often' isn't 'always' Allison, Desmond Allison, Desmond 3

Bringing about change in language education

Includes bibliographical references.Vol. 1 of selected papers originally presented at the International Language in Education Conference held at the University of Hong Kong, 14-16 December 1994.published_or_final_versionCh.7 Towards a broader view of authenticity in the language classroom: a discussion papaer Galien, Patricia Galien, Patricia Bowcher, Wendy L. Bowcher, Wendy L. 103Introduction Nunan, David Nunanm David Berry, Roger Berry, Roger Berry, Vivien Berry, Vivien iCh.1 The more things change, the more they stay the same: or why action research doesn't work Nunan, David Nunan, David 1Ch.2 Helping teachers change the language of the classroom: lessons from in-service teacher education Hoare, Philip Hoare, Philip Kong, Stella Kong, Stella 21Ch.3 Assessment and change in the classroom Berry, Vivien Berry, Vivien Falvey, Peter Falvey, Peter Nunan, David Nunan, David Burnett Martin Burnett, Martin Hunt, John Hunt, John 31Ch.4 The examination-classroom backwash cycle: some historical cases Spolsky, Bernard Spolsky, Bernard 55Ch.5 Washback or washout? The relationship between examination reform and curriculum innovation Andrews, Stephen Andrews, Stephen 67Ch.6 Methodology washback - an insider's view Lam, Hiu -por Lam, Hiu-por 83Ch.8 Reading and problem solving: the interaction of individual differences and task types Storey, Peter Storey, Peter 121Ch.9 Willingness to communicate among Hong Kong students Asker, Barry Asker, Barry 149Ch.10 Implementing quality in ESP training: experiences from the Hong Kong Vocational English programme Bilbow, Grahame T. Bilbow, Grahame T. 161Ch.11 Assessing corporate foreign language needs: creating a language auditing toolkit adequate to meet international and cross-cultural needs Reeves, Nigel Reeves, Nigel 171Ch.12 Mother tongue education in a multilingual, multicultural society: the Malaysian Chinese experience in the 1990s Ng, Kwei-kuen Ng, Kwei-kuen 183Ch.13 The quantum leap: from essay to thesis Cooley, Linda Cooley, Linda Lewkowicz, Jo Lewkowicz, Jo 201Ch.14 Dialogue journals and course evaluation Shaw, Jonathon Shaw, Jonathon Clayton, Terry Clayton, Terry 21

創薬を指向した新規アミノカルボニル化反応によるアミド構築法の開発

xii, 249 hlm., Ilus., 2 cm

Modeling the effect of soil meso- and macropores topology on the biodegradation of a soluble carbon substrate

Soil structure and interactions between biotic and abiotic processes are increasingly recognized as important for explaining the large uncertainties in the outputs of macroscopic SOM decomposition models. We present a numerical analysis to assess the role of meso- and macropore topology on the biodegradation of a soluble carbon substrate in variably water saturated and pure diffusion conditions . Our analysis was built as a complete factorial design and used a new 3D pore-scale model, LBioS, that couples a diffusion Lattice-Boltzmann model and a compartmental biodegradation model. The scenarios combined contrasted modalities of four factors: meso- and macropore space geometry, water saturation, bacterial distribution and physiology. A global sensitivity analysis of these factors highlighted the role of physical factors in the biodegradation kinetics of our scenarios. Bacteria location explained 28% of the total variance in substrate concentration in all scenarios, while the interactions among location, saturation and geometry explained up to 51% of it

The affordances and limitations of collaborative research in the TESOL classroom

The diversity of learning needs within the TESOL field creates inherent tensions between the need for targeted professional learning for TESOL teachers, the more generalist nature of tertiary TESOL courses, and the varied research interests of teacher educators. This article describes a collaborative research project between university-based teacher educators and TESOL teachers working in an adult education centre. With a range of aims amongst the research participants, this article reports on the ‘fluid’ and ‘messy’ process of collaborative research (Burns & Edwards, 2014, p. 67) as we investigate the use of identity texts (Cummins & Early, 2011) as a mediating tool for professional learning. In acknowledging the practice of teaching as highly situated, the data presented focuses on the individual experience of each teacher, voiced through an action research frame, before we discuss the achievements and challenges which emerged through this collaborative research process. In the findings, we argue for the importance of championing the case for the messy processes of collaborative research within the broader research academy