Curriculum Development for Small Group Esl
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
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