A Multifaceted Framework for EFL Curriculum Development to Prepare Students for Building a 21St Century Egypt
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A Multifaceted Framework for EFL Curriculum Development to Prepare Students for Building a 21st Century Egypt Abdel Salam A. El-Koumy Modern Academy for University Books Giza, Egypt 2019 A Multifaceted Framework for EFL Curriculum Development to Prepare Students for Building a 21st Century Egypt Abdel Salam A. El-Koumy Professor Emeritus at Suez University, Egypt Modern Academy for University Books Giza, Egypt December 2019 ii Published by Modern Academy for University Books, 82 Wadi El- Nil St., Mohandessin, Giza, Egypt. All rights reserved under Egyptian and international copyright laws. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means without prior written permission from the author, except in the case of quotations permitted by copyright laws. First published 2019 Deposit Number: 23288/2019 ISBN: 978-977-831-019-1 Cataloging-in-Publication Data: El-Koumy, Abdel Salam A., 2019. A Multifaceted Framework for EFL Curriculum Development to Prepare Students for Building a 21st Century Egypt / by Abdel Salam A. El-Koumy—1st ed. p. cm. 1. English Language—Study and Teaching, Foreign Speakers, Whole Language, Blending Face-to-Face and Online Discussions, Blending Independent and Collaborative Learning, Service Learning, etc. 2. Thought and Thinking—Critical Thinking Skills and Dispositions, Creative Thinking Skills and Dispositions, Methods of Infusing Critical and Creative Thinking into Language Teaching and Learning, etc. 3. Assessment—Integrating Assessment into Teaching and Learning, Authentic Assessment, Assessment of Critical and Creative Thinking, Assessment of Independent and Collaborative Learning, Integration of Assessment for and of Learning, etc. Printed in Egypt iii Contents Contents iii Dedication ix Preface x Part I: Fundamentals of the Multifaceted Curriculum Framework Chapter One: Aims and Principles of the Multifaceted Curriculum Framework 2-103 1.0 Introduction 2 1.1 Current Status of English Language Education in Egypt 3 1.2 Aims of the Multifaceted Curriculum Framework 7 1.3 Theoretical Principles of the Multifaceted Curriculum Framework 11 Part II: Multifaceted Curricular Content Chapter Two: Development and Assessment of Multifaceted Curricular Content 104-124 2.0 Introduction 104 2.1 Role of Curriculum Content 105 2.2 Current Status of ELT Curricular Content in Egypt 108 2.3 Definition of Multifaceted Curricular Content 113 2.4 Characteristic Features of Multifaceted Curricular Content 114 2.5 Assessment of Multifaceted Curricular Content 116 iv Part III: Multifaceted Teaching and Learning Methodology Chapter Three: Developing Students’ Oral and Written Communication Skills Through a Blend of Face-to-Face and Online Small-Group Discussions 127-169 3.0 Introduction 127 3.1 Definition of Small Group Discussion 131 3.2 Theoretical Bases of Small Group Discussion 132 3.3 General Benefits of Small Group Discussion 132 3.4 Modes of Small Group Discussion 136 3.4.1 Face-to-Face Discussion 137 3.4.1.1 Benefits of face-to-face discussion 137 3.4.1.2 Limitations and disadvantages of face-to-face discussion 138 3.4.2 Online Discussion 139 3.4.2.1 Benefits of online discussion 139 3.4.2.2 Limitations and disadvantages of online discussion 141 3.4.3 Blending Face-to-Face and Online Discussions 143 3.4.3.1 Rationale for blended discussion 143 3.4.3.2 Benefits of blended discussion 145 3.4.3.3 Strategies for blending face-to-face and online discussions 146 3.4.3.4 Factors affecting blended discussion 148 Chapter Four: Developing Students’ Critical Thinking in Union with Language Skills Through Multiple Teaching and Learning Methods 170-199 4.0 Introduction 170 4.1 Definition of Critical Thinking 172 4.2 Components of Critical Thinking 175 v 4. 2.1 Critical thinking skills 177 4. 2.2 Critical thinking dispositions 182 4.3 Benefits of Critical Thinking 184 4.4 Methods of Infusing Critical Thinking into Language Teaching and Learning 192 4.5 Assessment of Critical Thinking Skills and Dispositions 194 Chapter Five: Developing Students’ Creative Thinking in Union with Language Skills Through Multiple Teaching and Learning Methods 200-214 5.0 Introduction 200 5.1 Definition of Creative Thinking 202 5.2 Components of Creative Thinking 203 5.2.1 Creative thinking skills 203 5.2.2 Creative thinking dispositions 205 5.3 Benefits of Creative Thinking 206 5.4 Methods of Infusing Creative Thinking into Language Teaching and Learning 208 5.5 Assessment of Creative Thinking Skills and Dispositions 211 Chapter Six: Developing Students’ Independent and Interdependent Skills in Union with Language Skills Through a Blend of Independent and Collaborative Learning 215-269 6.0 Introduction 215 6.1 Independent Learning 217 6.1.1 Definition of independent learning 217 6.1.2 Benefits of independent learning 221 6.1.3 Limitations and disadvantages of independent learning 228 6.1.4 Independent learning strategies 229 vi 6.1.5 Assessment of independent learning process and outcome 233 6.2. Collaborative Learning 238 6.2.1 Definition of collaborative learning 238 6.2.2 Benefits of collaborative learning 241 6.2.3 Limitations and disadvantages of collaborative learning 245 6.2.4 Collaborative learning methods 247 6.2.5 Assessment of collaborative learning process and outcome 250 6.3. Blending Independent and Collaborative Learning 260 6.3.1 Theoretical foundations for blending independent and collaborative learning 260 6.3.2 Benefits of blending independent and collaborative learning 266 6.3.3 A multifaceted method for blending independent and collaborative learning 267 Chapter Seven: Developing Students' Functional Skills and Dispositions Together with Local Communities Through Service Learning 270-291 7.0 Introduction 270 7.1 Definition of Service Learning 271 7.2 Theoretical Foundations of Service Learning 273 7.3 Benefits of Service Learning 276 7.4 Methods of Incorporating Service Learning into Language Teaching and Learning 283 7.5 Procedures of Outdoor Service Learning 285 7.6 Assessment of Service Learning 289 vii Part IV: Multifaceted Assessment Methodology Chapter Eight: Integrating Assessment into Learning Through Students' Reflective Thinking 295-311 8.0 Introduction 295 8.1 Definition of Reflective Thinking 296 8.2 Components of Students' Reflective Thinking 298 8.2.1 Reflective thinking skills 299 8.2.2 Reflective thinking dispositions 300 8.3 Benefits of Students' Reflective Thinking 301 8.4 Methods of Practicing and Promoting Reflective Thinking 308 8.5 Assessment of Students’ Reflective Thinking 310 Chapter Nine: Integrating Assessment into Teaching Through Reflective Practice 312-336 9.0 Introduction 312 9.1 Definition of Reflective Teaching Practice 315 9.2 Components of Reflective Teaching 317 9.2.1 Reflective teaching skills 317 9.2.2 Reflective teaching dispositions 319 9.3 Types of Reflective Teaching 321 9.4 Benefits of Reflective Teaching 323 9.5 Methods of Practicing and Promoting Reflective Teaching 330 9.6 Assessment of Reflective Teaching 335 Chapter Ten: Assessment for and of Learning Through Multiple Authentic Methods 337-360 10.0 Introduction 337 10.1 Definition of Authentic Assessment 344 10.2 Types of Authentic Assessment 346 10.3 Integration of Assessment for and of Learning 347 10.4 Benefits of Authentic Assessment 351 viii 10.5 Criticisms of Authentic Assessment and Responses to Them 355 10.6 Authentic Assessment Methods 356 10.7 Assessment of Authentic Assessment Tasks 358 References 361 Subject Index 459 ix Dedication I dedicate this book to God, asking Him humbly to reward me for it on the Day of Doom. Praise be to Him for helping me to accomplish it. I also dedicate this book to the souls of my parents whose wisdom lifted my thoughts and whose unconditional love supported me throughout my life. May God mercy them. In addition, I dedicate this book to my entire family—especially my sons, daughters, sister, and wife—who provided tremendous support and made many significant sacrifices for the three years it took me to write this book. Without their sacrifices, this book would not be a reality. Words cannot express my gratitude to them. May God reward them for their sacrifices. Moreover, I dedicate this book to the martyrs who sacrificed their lives for the sake of Egypt. May God accept their martyrdom and grant them eternal life in paradise. Finally, I dedicate this book to the memory of the ancient Egyptians who built the greatest civilization the world has ever seen and to the rising generation who will hopefully build a 21st century Egypt. May God bless Egypt and support its rising generation to do so. The author x Preface Egyptian education is lagging behind other countries of the world. Despite the fact that we are living in the 21st century, such education still adopts curricula that emphasize inert information and neglects the real life beyond the school walls. It also adopts outdated teaching and assessment methods. The Egyptian teachers still pour obsolete pieces of information into students’ heads as if they were glasses to be filled with water. They also devote much time and effort to teaching to tests that measure the recall of these pieces of information. This in turn leads to the graduation of students who possess an enormous amount of fragmented information but they cannot communicate fluently or think deeply to solve the problems they face in everyday life. Nor can they work independently or collaboratively to achieve goals. The lack of these skills in Egyptian citizens resentfully impacts their success in life and negatively impacts the development of Egypt in all areas of life. To overcome these deficiencies, the current education system needs to be replaced by an entirely new one that takes as its aims the development of the twenty-first century skills and dispositions in students to enable and trigger them to construct information instead of receiving it and to create new thoughts instead of rehashing the thoughts of others.