Article 8

July 26

This is the last chapter of the textbook, and it is about the experiences of Laura Hull in developing a curriculum framework for a corporate language program catering to business executives, and hence the name

"Chapter 8: A curriculum framework for corporate language programs." Hull was the director of these programs and while the other chapters' foci were mainly about the course, this chapter differs as her focus was more on the behind-the-scene planning and implementing of the individualized courses (198). Furthermore, another foci of Hull's experience are evaluation and finding a curriculum that would meet these four goals, which are also known as "the four C's": clarity, coherence, consistency, and continuity (178).

In problematizing the issue- or understanding and defining challenges in order to modify and make needed changes- she first did research, although she was challenged with limited time for preparation and few guidelines (198). Conducting research can be seen as the formative aspect of evaluation. She researched about her clients, making note of their individual needs so she can be able to address them. She also gathered insights from the students and teachers who were currently involved in the program on the areas of strengths and areas that needed to be improved. This evaluation the program was through the means of feedbacks and interviews (198).

Finding the solution in providing an effective training in the English language means addressing these three important aspects: 1) to assess learning needs, analyze learning styles, define specific, measurable, and time-achievable objectives, and participate in a planning program; 2) to implement a program plan through the practice of carefully selecting learning strategies to achieve those objectives; and 3) to design a self-study plan to continue their learning after their on-site work with the program (187).

And finally putting together the framework, which addressed the aspects above, was achieved in these steps: designing a learning plan,

implementing a learning plan, and setting up an ongoing learning plan even after the students left the program. This plan for the framework can be seen in outline form in "Appendix A: Curriculum framework" on page 194. In addressing needs which can be seen as learning goals are listed in "Appendix B: Sample needs assessment," page 196.

What I like most about this chapter is addressing individual needs as shown on page 196. It gives more concreteness to the learning goals as it is shown in this way. Having concreteness in learning goals helps teachers have specific objectives that they can manage and it is also beneficial to the students because their needs are addressed. In having these listed such as the ones shown in Appendix B gives a clear visual to the standards expected.

Image

Image of buildings. [Photograph]. Retrieved from http://www.yankeesecurity.com/buildings7_e.jpg.

Image of smiling man talking. [Photograph]. Retrieve from http://www.handsoncare.com/assets/images/Smiling_man_talking_on_cell_phone_1.jpg.