Abstract:
The author's purpose of this project was to develop a flexible
ESL - Language and Pre-Reading Skills - Currículum for the five language
ability groups found in the English Kindergarten at The American
School of Guatemala. The need for development of such a curriculum
was evidenced when viewing three problems caused by not having such a
plan'of action:
1. Teacher frustration was evidenced when children could not
handle textbooks from First Grade on and they did not know what ESL
Skills had been taught, or where to begín teaching.
2. Teacher expressed reluctance in developing long range
plans and curriculum because they had very little background in this
ares and expected one to exist.
3. Children experienced the lack of a systematic skill development
process.
The elaboration of the curriculum developed from incorporation of:
1. Examination of mataríais produced by committees of teachers
ín which the author participated;
2. Reviewing the exísting literatura of curriculum development;
and
3. Committee work and feedback sessions with the teachers who
were themselves involved.
After performing the aboye tasks it was ascertaíned that the following
components should be the basic parts of the curriculum:
1. Title paga,
2. Overview, purpose and parameters,
3. Philosophícal base,
4. Implementation,
5. Reasons for the Curriculum,
6. Settíng:
a. environmental description,
b. learner description.
7. Goals, Objectives and Activity Schedules for each group,
8. General Activity Sectíon,
9. Evaluative means:
a. students,
b. teachers,
c. program.
On the basis of the aforementioned format and procedures the ESL
KINDERGARTEN CURRICULUM was developed. Teacher in-put was requested
throughout the entire process of goal revision and activity suggestions.
The curriculum which was developed allows for teacher creativity in
preparing lesson plans and incorporating the activities and methods
which best fit their style. It also will determine if the children are
fulfilling the goals, íf methods are effective and whether program revision
needs to take place.
It is thought by the author that the establishment of this curriculum
will overcome the three earlíer mentioned problems by:
1. Letting teachers know exactly what skílls each child has
mastered;
2. Alleviating the major task of curriculum development but
letting the teachers have ín-put into the program; and
3. Introducing a systematic approach to skill development. RR
