A Contrastive Study of Curriculum Implementation in English Gifted and Regular Classes:A Case Study of an EFL Teacher in Taiwan

• Main Authors: Hsiao-lun Steve Kou, 勾孝倫
• Other Authors: Hsi-nan Yeh
• Format: Others
• Language: en_US
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/84295472275696002924

碩士 === 國立臺灣師範大學 === 英語學系 === 95 === ABSTRACT This study aimed to investigate a senior high school English teacher’s curriculum implementation in both the second-year English gifted and regular classes in a public school in Taiwan. The focuses of this case study were placed on (a) the differentiation practices in terms of content materials, instructional strategies, and assessment implementation and (b) the factors influencing her decision-making in both classes. The data collection instruments in this qualitative study consisted of two-month classroom observations, semi-structured interviews, and questionnaire survey. Drawing on the comprehensive data, it was found that the target teacher adopted traditional teacher-centered and form-focused instruction, and there were no significant instructional differences between the two classes. Only slightly differentiated curriculum and instruction was discovered. Generally, in terms of content materials, compacted/accelerated, challenging, enriched and deepened materials were more salient in the English gifted class. Regarding instructional strategies, the two classes differed from each other mainly in the teacher’s use of the target language, training of processing skills, use of questioning, and implementation of discussions. As for assessment, the English talented learners were given stricter grading policies for oral presentations. Despite these few differentiations, the in-depth interview data have shown the target teacher’s ample knowledge and competence for providing differentiation for the English talented learners. Basically, in addition to student and administration factors, the target teacher’s controversial belief claiming equal curriculum provision between gifted/talented and regular learners also dictated her differentiation practices. For teacher thinking, the interview data indicated that both internal (e.g., teachers’ beliefs and personality) and external (e.g., student variables, content materials, administrative policies, social trends, and student and peer suggestions) factors influenced the participant teacher’s decision-making. Additionally, a general consistency between the espoused beliefs and real practices was observed. Results and findings of this research provide some pedagogical implications for gifted education, English education, and teacher education. First, this study reveals ways English teachers of the gifted can do, based on the existing curriculum, to provide appropriate differentiation. Second, it suggests the educational authority should attach importance to issues of English talented students’ identification and placement process. Third, in response to the teacher’s controversial theory of fairness, participations in in-service workshops are encouraged to broaden teachers’ understanding about gifted education and professional knowledge. Fourth, it demonstrates how EFL teachers can do to promote learning in mainstream education. Fifth, it is suggested that reflective teaching should be incorporated in teacher education to enhance teaching effectiveness and teacher growth. Moreover, increasing instruction hours for General English per week and recruiting outside part-time faculty to teach enrichment courses for the English gifted class are recommended as well.