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Curriculum development and its impact on EFL education in Ecuador.

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dc.contributor.author Soto, Sandy T.
dc.contributor.author Espinosa, Ligia Fernanda
dc.date.accessioned 2016-08-10T20:29:19Z
dc.date.available 2016-08-10T20:29:19Z
dc.date.issued 2015
dc.identifier.citation Ligia Fernanda Espinosa, L. F. y Sandy T. Soto (2015) Curriculum development and its impact on EFL education in Ecuador. Machala, Ecuador : Universidad Técnica de Machala. es_ES
dc.identifier.isbn 978-9978-316-49-8
dc.identifier.uri http://repositorio.utmachala.edu.ec/handle/48000/6853
dc.description.abstract English is now considered the predominant language of international commerce. That is why Education Departments all around the world are working hard to improve English language learning in their schools (Lasagabaster & Sierra, 2009). However, it is not possible to improve instruction if we do not improve curricular planning as well. The need to plan effective curricula is indispensable to transform education because curriculum is the heart of schooling (Lunenburg, 2011). Although most people define curriculum as the subjects and academic content taught in a school or in a specific course or program, this term encompasses much more. According to Wilson (1990), curriculum is anything and everything that teaches a lesson. Students learn all the time through exposure and modeled behaviors, therefore, they learn important academic, social, and emotional lessons from every person and every experience they are exposed to, while at school. Therefore, the curriculum is not only the program of studies but rather all experiences gained as a result of schooling (Oliva, 2005). There are three important types of curriculum used in schools today: explicit, implicit, and null curriculum (Lunenburg, 2011). Most people are only aware of the explicit curriculum, which is the overt and publicly known document that explains the explicit goals, courses, and materials chosen for instruction at schools (Eisner, 2001). Nevertheless, not many are familiar with the implicit curriculum and the null curriculum although these also have an important influence on the educational process. The implicit curriculum refers to the ways in which the culture of both the classroom and the school socializes children to values that are important for these structures, such as punctuality or willingness to work hard (Longstreet and Shane, 1993). On the other hand, the null curriculum refers to what schools do not teach or neglect, giving students the idea that such content, knowledge, or skills are not important to be studied at school (Eisner, 2001). Therefore, school programs are based on values that are explicit and operational as well as those that are tacit and covert es_ES
dc.format.extent 134 p. es_ES
dc.language.iso spa es_ES
dc.publisher Machala : Ecuador es_ES
dc.rights openAccess es_ES
dc.rights.uri http://creativecommons.org/licenses/by-nc-sa/3.0/ec/ es_ES
dc.subject COMERCIO INTERNACIONAL es_ES
dc.subject EDUCACION es_ES
dc.subject ECUADOR es_ES
dc.subject INGLES es_ES
dc.title Curriculum development and its impact on EFL education in Ecuador. es_ES
dc.type book es_ES
dc.utmacharea.areaconocimiento Educación es_ES


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