Designing a Reading CourseThis paper reports on the multi-step process of designing and piloting an extensive reading course for a general English program at an English school for adults located in Honolulu.
As a critical part of course design, a needs analysis was conducted. Consisting of a curriculum review, classroom observations, and interviews with students, teachers, and the academic director. This needs analysis informed the development of a new reading course that considers the needs of stakeholders into account while identifying and filling educational discrepancies in the curriculum. Students’ perceptions of the effectiveness of the reading program were then analyzed through surveys completed at the beginning and end of the course to track their progress. Results indicated that they not only increased their use of global reading strategies after a six-week program, but also positively reacted to the course. |
Cognitive AdvantageThis paper explores different aspects of the linguistic and extralinguistic cognitive advantages of bilingualism over monolingualism and how these advantages persist throughout the individual's lifetime. Additionally, it discounts the older notion regarding a negative cognitive effect of bilingualism. Furthermore, this paper will research the relationship between the degree of bilingualism and the level of cognitive advantage and what models are available to show this relationship.
Monitor Theory
An overview of Stephen Krashen's Monitor Theory contrasting with Richard Schmidt's Noticing Hypothesis, this paper discusses whether language learning is a conscious or subconscious process and the pedagogical implications for language learning in the classroom.
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