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Class: K2-10
Nim: 1100954
Subject: ELTC
a. Academic rationalism
It stresses the intrinsic value of the subject matter and its role in developing the
learner’s intellect, humanistic values, and rationality. It is sometimes used to justify certain
foreign language in school curricula where they are taught as social studies. It is also
sometimes used for literature or American or British culture. The academic rationalism of
United Kingdom: Clark, 1987 academic rationalism is concerned with:
The maintenance and transmission through education of the wisdom and culture of
previous generations.
The development for the elite of generalizable intellectual capacities and critical
faculties.
The maintenance of stands through an inspectorate and external examination boards
controlled by the universities.
In the United States, the debate over “cultural theory” that emerged with the
publication of Hirsch’s book Cultural Theory in 1987 indicated that this educational
ideology still has both influential proponents and critics.
It emphasizes the practical needs of learners and society and the role of an educational
program in producing learners who are economically productive. People can improve
themselves and their environment through a process of rational learning by task analysis.
Socioeconomic ideology stresses the economic needs of society as a justification for the
teaching of English. Critics of Social and economic efficiency are such a view is reductionist
and presupposes that learners’ needs can be identified with a predetermined set of skills and
objectives. Knowledge is seen as something external to the learner that is transmitted in
pieces or a banking model (Education thus becomes an act of depositing, in which the
students are depositories and the teacher is the deposition.
c. Learner-centeredness
It stresses the individual needs of learners, the role of individual experience, and the
need to develop awareness, self-reflection, critical thinking, learner strategies, and other
qualities and skills.
Marsh (1986, 201) points out that the issue of child-centered or learner-centered
curricula reappears every decade or so and can refer to any of the following:
Individualized teaching
d. Social Reconstructionism
It stresses the roles of schools and learners should play in addressing social injustices and
inequality. Curriculum development is not a neutral process. Schools likewise do not present
equal opportunities for all but reflect the general inequalities in society.
Critics of ssocial Reconstructionism are from Freire (1972): teachers and learners are a
joint process of exploring and constructing knowledge. In addition, students are not the
objects of knowledge. Therefore, they must find ways of recognizing and resisting.
e. Cultural pluralism
2. to compare them
1. Communicate effectively
The following are examples of aim statements from different kinds of language
programs.
1. Understanding lectures
2. Participating in seminars
3. Taking notes during lectures
Objectives
They ddescribe what the aims seek to achieve in terms of smaller units of learning.
They pprovide a basis for the organization of teaching activities.
They ddescribe learning in terms of observable behavior and performance.
1. Objectives describe a learning outcome. (Will have, will learn how to, will be able to)
Course oobjectives:
1. The students will have a reading vocabulary of 300 common words
2. the student will have a listening vocabulary of 300 common words plus numbers up
to 100.
1. Objectives turn teaching into a technology (meaningful and worthwhile may be lost).
2. Objectives trivialize teaching and are product-oriented (every purpose in teaching can
be described as an objective).
3. Objectives are unsuited to many aspects of language use. (Ex: critical thinking)
They refer to observable behaviors that are necessary for the successful completion of
real-world activities. These activities may be related to the field of work and social survival
in a new environment.
The process for refugee program to develop language skills according to Mrowicki
(1986):
Needs analysis
Topic: housing
5. request repairs.
1. Definition of the competencies Tollefson (1986): no valid procedures are available for
competency specifications.
2. Confidence
3. Motivation
4. Cultural understanding
7. clarification of goals
8. access and entry into employment, further study and community life
1. Thinking skills: at the end of the course, pupils should be able to:
2. Learning how to learn: at the end of the course, pupils should be able to:
3. Language and culture: at the end of the course, pupils should be able to: