Core Curriculum for Foreigners’ Language Training in Higher Agrarian Institutions: Correlation with Common European Recommendations
DOI:
https://doi.org/10.18662/rrem/12.1sup1/231Keywords:
core curriculum, agrarian, high education institution, international student, communicative activityAbstract
The article deals with introducing important items of the Core Curriculum for Foreign Language Training of Non-Residents in Higher Agrarian Education Institutions based on CEFR and taking into account professional orientation of foreign (Ukrainian) language training (on the example of Sumy National Agrarian University, Ukraine). Different methods of research (theoretical and empirical) have been used. The Curriculum’s content (goal; objectives; principles of training; content components) has been shown. The main goal of foreign language training is identified as the students' acquisition of skills of communicative activity through the integration of communicative, learning and upbringing goals as well as deep professionalizing the future specialist. The Curriculum’s context (stages, communicative training areas) are correlated with the requirements of CEFR to meet internationally recognised standards. To monitor if the curriculum meets the students’ needs in foreign language training the questionnaires were conducted October-November, 2018. The questionnaires on students’ self-assessment of language proficiency level; learning activities preferences; situations in which foreign language is useful for; the importance of work with professionally-oriented materials were generalised. Conclusions: the important foreign language skills for agrarian students are speaking and reading ones; the preferable communicative areas are the social-cultural and the learning-professional ones; the work with professionally-oriented materials is indicated as an important one. This confirms the appropriateness of the curriculum to international students’ needs in foreign language training. The results can be extrapolated for other higher agricultural institutions while foreign language curriculum development.
References
Artino, A.R. Jr., La Rochelle, J.S., Dezee, K.J., Gehlbach, H. (2014). Developing questionnaires for educational research: AMEE Guide No. 87., Med Teach. 36(6):463-74. doi: 10.3109/0142159X.2014.889814
Bey, L. B., & Trostynska, O. M., (2008). Problemy vykladannia ukrainskoi movy riznym katehoriiam inozemnykh studentiv. [Some problems in teaching the Ukrainian language as a foreign one]. Visnyk Kharkivskoho Natsionalnoho Universytetu im. V. N. Karazina, 12, 42 – 49.
Brown, J.D. (1995). The Elements of Language Curriculum: A Systematic Approach to Program Development. Bostonn-Massachusetts: Heinle & Heinle Publishers.
Council of Europe. (undated) Common European Framework Of Reference For Languages: Learning, Teaching, Assessment. https://rm.coe.int/16802fc1bf
Coroama, L. (2016). Bridging the gap between teaching language and teaching culture in a foreign language course at the faculty of agriculture. Research Journal of Agricultural Science, 48(3), 14 – 18. http://www.rjas.ro/download/paper_ver.
Council of Europe (1969). On an intensified Modern-Language Teaching Programme for Europe. https://rm.coe.int/16804ecaae
Dudley-Evans, T., & John, M. St. (1998). Developments in English for specific purposes. New York: Cambridge University Press.
Hutchinson, T. & Waters, A. (1987). English for Specific Purposes. Cambridge: Cambridge University Press.
Ivanyshyn, H. (2015). Realizatsiia kontseptsii ukrainskomovnoi pidhotovky inozemnykh hromadian u typovii navchalnii prohrami dlia pidhotovchykh fakultetiv VNZ Ukrainy. [Implementation of the concept of Ukrainian language training of foreign citizens in a typical curriculum for preparatory faculties of Ukrainian universities]. Teoretychna i dydaktychna filolohiia. Seriia “Pedahohika”, 21, 21 – 29.
Kasianenko, T. (2013). Vykladannia ukrainskoi movy yak inozemnoi: pryntsypy optymizatsii ta innovatsii. [Teaching Ukrainian as a Foreign Language: Principles of Optimization and Innovation]. Kultura narodov Prychernomoria, 257, 7-10.
Knight, J., & de Wit, H. (1997). Internationalization of higher education in Asia Pacific countries. Amsterdam: EAIE.
Kostikova, I., Viediernikova, T., Holubnycha, L., & Miasoiedova, S. (2019). The Competency-Based Approach to Passing First Certificate in English. Revista Romaneasca pentru Educatie Multidimensionala, 11(1), 117-130. https://doi.org/10.18662/rrem/100
Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. (2nd ed.). Oxford: Oxford University Press.
Law of Ukraine “On Higher Education”. (2014). https://zakon.rada.gov.ua/laws/show/1556-18
Luchkevych, V. (2016). Rol universitetskoyi agenciyi frankofoniyi v internacionalizaciyi vishoyi osviti [The role of the university agency of francophonia in the higher education internationalization]. Pedagogichni nauki, 1, 148-153.
Lushchyk, Yu. (2016). Navchannya inshomovnogo profesijno-oriyentovanogo chitannya v agrarnomu VNZ. [Training of foreign language professional-oriented reading in agrarian universities]. Inozemni movi u vishij osviti: lingvistichni, psihologo-pedagogichni ta metodichni perspektivi. 122-126.
Maguire, Ch., & Atchoarena, D. (2003). Education for rural development: towards new policy responses. In D. Atchoarena, L. Gasperini (Eds.), A joint study conducted by FAO and UNESCO (pp.311 – 375).
McLeod, S. A. (2018). Questionnaire: Questionnaire: Definition, Examples, Design and Types. Simply psychology. https://www.simplypsychology.org/questionnaires.html
Mrowicki, L. (1986). Project Work. English competency-based curriculum. Portland: Northwest Educational Cooperative.
Nation, I.S.P. (2010). Language curriculum design. New York: Taylor & Francis.
Nicholls, A., & Nicholls, N. (1972). Developing curriculum: A practical guide. London: Allen and Unwin.
Nitenko, O. (2015). Internacionalizaciya vishoyi osviti yak faktor rozvitku universitetu [Internationalization of higher education as a factor of university development]. Osvitologichnij diskurs, 2(10), 205–216. http://od.kubg.edu.ua/index.php/journal/article/view/249
Phillips, M. K., & Shettlesworth, C. C. (1978). How to arm your students: A consideration of two approaches to providing materials for ESP. ELT Documents, 101, 27-48.
Pikulytska, L. & Baidak, L. (2018). Aspekti vikladannya ukrayinskoyi movi yak inozemnoyi v agrarnomu VNZ [Aspects of teaching Ukrainian as a foreign language in agrarian universities]. Bdeshite izsledvaniya, 7, 13-20.
Proskurkina, Ya. (2013). Navchalni prohramy z movnykh kursiv dlia inozemnykh studentiv pidhotovchykh fakultetiv kompetentisnyi pidkhid. [Language programs for foreign students of preparatory faculties: a competent approach]. Osvita doroslykh teoriia dosvid perspektyvy, 6, 81 – 87.
Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.
Shelest, H. Yu. (2018). Vyvchennia ukrainskoi movy yak inozemnoi: problemy, novi metodyky, perspektyvy. [Studying Ukrainian as a foreign language: problems, new methods, prospects]. (In Ukrainian). Zakarpatski filolohichni studii, 1(3), 51-55.
Shlenova, M., Nesterenko, A., Girich, Z., Konoplenko, N., Boiarska-Khomenko, A., & Korneiko, Y. (2019). Learning RFL and UFL in Ukrainian Universities: Focus on Arabic Students. Revista Romaneasca pentru Educatie Multidimensionala, 11(4 Supl. 1), 257-263. doi:10.18662/rrem/188
SNAU (2019). Sumy National Agrarian University. http://www.snau.edu.ua/
Dziubenko, I.I., Dubichynskyi, V. V., Chezghanov, S.A. et. al. (2009). Yedyna typova navchalna prohrama z ukrainskoi movy dlia studentiv-inozemtsiv osnovnykh fakultetiv nefilolohichnoho profiliu vyshchykh navchalnykh zakladiv Ukrainy III-IV rivniv akredytatsii [Unified model curriculum in the Ukrainian language for foreign students of the main faculties of non-philological profile of higher educational institutions of Ukraine]. O.N. Trostynska, N.I. Ushakova (Ed.). (Part 3) Kyiv: NTUU “KPI”.
Ushakova, N., Dubichinskii, V., & Trostynska, O. (2011). Koncepciya movnoyi pidgotovki inozemciv u VNZ Ukrayini. [The concept of language training of foreigners in Ukrainian HEI]. Vikladannya mov u vishih navchalnih zakladah osviti na suchasnomu etapi. Mizhpredmetni zv’yazki. 19, 136-146.
Veranita, D., Syahrial, & Koto, I. (2017). English for agriculture vocational school students: a need analysis study at SMK Negeri 2 South Bengkulu. Journal of Applied Linguistics and Literature, 2 (2), 76-87. https://doi.org/10.33369/joall.v2i2.5956
Fomenko, T., Bilotserkovets, M., & Kobzhev, A. (2019). Extrapolation of Canadian Universities’ Internationalization Strategies into Ukrainian Higher Agrarian Education. Revista Romaneasca pentru Educatie Multidimensionala, 11(2), 110-125. https://doi:10.18662/rrem/120
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant this journalright of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work, with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as an earlier and greater citation of published work (See The Effect of Open Access).
Revista Romaneasca pentru Educatie Multidimensionala Journal has an Attribution-NonCommercial-NoDerivs
CC BY-NC-ND
