A flexible ESL kindergarten language arts curriculum for live ability groupings found in the American School of Guatemala.

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