Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id eAM1YF927101; Tue, 21 Nov 2000 20:34:15 -0500 (EST) Date: Tue, 21 Nov 2000 20:34:15 -0500 (EST) Message-Id: <B28BD16DA07FD4119BF80030482121780EACFF@aguirre04.aiweb.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: Heide Wrigley <hwrigley@aiweb.com> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:5312] how many curriculums can you count ? (a little lecturette, I'm a X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; X-Mailer: Internet Mail Service (5.5.2650.21) Status: O Content-Length: 2914 Lines: 65 Thanks for clarifying the different levels of curricula/curriculums (depending in part on which side of the oceans you do your work) - As Wes points out: There's the intended curriculum (the state frameworks), the official (or planned) and the unofficial (or the actual) curriculum. There is actually a fourth level, often referred to as the "hidden curriculum". This curriculum carries messages that are not specified anywhere and might be carried out unconsciously by the teacher. Many curricula (sorry 7 years of Latin keep me from saying curriculums, though it is fast becoming the standard) The hidden curriculum is one that the students never see. It may be designed to teach them to fit into the society as is, to not challenge authority, never question the status quo, and be grateful they were accepted into the country. The hidden curriculum can carry other messages as well. It could carry the message learners need to become aware of the powers of oppression and exploitation that seek to take advantage of them and will need strategies to defend themselves and fight for a more just society (although the students themselves might feel quite lucky to be here and might be content with their circumstances which they perceive to be superior to those of their compatriots back home.) Then, there is the fifth type of curriculum: It is the "negotiated curriculum" that tries to bring together the teacher's philosophy on the one hand and the students expectations of learning on the other, challenging both (we hope) toward new ways of thinking and doing. By the way, several years back, Elsa Auerbach and her co-author wrote a seminal piece on the hidden curriculum in adult literacy. It was called: "the hidden curriculum of survival ESL" and was published in "Freire for the Classroom: a Sourcebook for liberatory teaching" (Ira Shor, Ed). I had an article on different orientations to the ESL curriculum in the TESOL Quarterly a few years ago; it was a special edition of TESOL, edited by Gail Weinstein that had a number of articles that focused particularly on issues related to ESL literacy. I'm not sure if it is still available. Cheers Heide -----Original Message----- From: Wesclarksn@aol.com [mailto:Wesclarksn@aol.com] Sent: Tuesday, November 21, 2000 4:15 PM To: Multiple recipients of list Subject: [NIFL-ESL:5311] Re: curriculum in volunteer tutoring programs There are three kinds of curriculums. 1. The official, district, school, state, or agency curriculum which is usually published as a guide or a list of standards. 2. The lesson plan book which is submitted to the principal for documentation. 3. The curriculum behind the closed door is what the teacher actuallu does in the classroom. The effectiveness of number one above should be judged by comparing it to number three. Number two is usually just busy work to keep the principal occupied.
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