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REASONS FOR THE CURRICULUM
The outlines of the course of study offered in Part II are given for the purpose of assisting the teacher in presenting a progressive program of instruction, based on the essential subjects of elementary education. These programs of instructions have grown directly out of the needs of the immigrant student, as evidenced by results obtained through language accomplishment tests, which are given in detail in Part III of this volume. The basic material outlined progresses gradually through the four types of language: the objective, conversational, narrational, and expositional, discussed in Part I. (See Chapter II, "Teaching English to the Beginner.") The outlines are in reality samples of a comprehensive course of study, and are to be looked upon as suggestions for building up a systematic school program for the adult immigrant student. The content is not offered in an arbitrary spirit, but merely as a guide, or impetus.
The material for the Beginners' Grade, Section A, is comprised of simple objective themes. In addition to the text-book material suggested, titles for supplementary themes are listed. Maxims and familiar signs are also included in the content. In Section B of the same grade, human-interest stories which will introduce conversational, narrational, and simple expositional material supplant the simple objective theme. Further narrational and conversational language units can be introduced through the suggested fables and anecdotes. To add
variety to the language content for this section, simple lessons in geography also are suggested. In Section C for the Beginners, simple biographical sketches of historical interest supplant the human-interest stories, and the fables present more difficult language. The geography outlined requires ability to comprehend simple expositional material. The basic material outlined for Section D includes longer language units expressed in more difficult sentence structure. The geography content outlined includes not only topics on the subject of world geography but also informational topics regarding the occupations of the people living in the United States.
The curriculum outlined for the Intermediate Grade continues language work through informational material in the text named, through fables (for Section A only), biographical sketches of historical interest, poems, and maxims. In addition to the pure language work there are outlined for each of the three sections twenty-four half-hour lessons in United States history, twelve halfhour lessons in government, and topics suggested for twelve half-hour lessons in geography. The whole of the material outlined for each section is sufficient for seventytwo hours of classroom instruction, one term of twelve weeks, three sessions per week, two hours per evening.
The outline for the course of study in the Advanced Grade differs somewhat from the others by offering less detail. The students by this time have reached a point in their progress where they may use regular Junior High School texts or their equivalents.
In large evening school centres, where it is possible to do departmental work in English, History, Government, and Geography, the groups completing the curriculum for the intermediate grade will be practically ready to
take up regular junior high-school texts. In such centres the outline for the advanced grade may be disregarded and a regulation junior high-school program substituted.
The fundamental steps in grammar are outlined for each section in the order in which they should be developed. It will be noted that the basic grammatical forms are outlined progressively in point of difficulty and in the order in which a knowledge of them will be required by the student. The arrangement is also cumulative, which gives each section the necessary review and drill on the fundamental grammatical points. The accompanying subject-matter will furnish material for teaching the steps in grammar by means of the functional method. (See Part I, Chapter III, “English Grammar.")
The subject of history as outlined for the Intermediate Grade is arranged in such a way as to give, in the twentyfour lessons, a panoramic view of American history. For Section A of this grade it will be necessary to present the material in a simpler form than for the two latter sections. The greater volume and detail of material which can be presented to the more advanced sections will prevent any lack of interest on the part of the student or of monotony in classroom procedure for the teacher.
The twelve lessons outlined for instruction in government are arranged to the end that the salient points regarding our government may be presented to the adult student, whether foreign-born or native-born. Whenever possible the teacher may correlate the government and history lesson.
A knowledge of the geography of the United States is necessary to a full understanding of the development of the nation which is presented through the history as out
lined. The presentation of topics dealing with world geography is necessary in that the foreign-born student needs English terminology for discussion of geographical topics.
Spelling throughout the course of study is based for the most part on the language content outlined. Except in the more advanced groups the teacher should not teach groups of words unrelated to a definite content.
The presentation of the lesson, at least in all sections of the Beginners' Grade, should follow the order of the outline, beginning with oral development of the theme and proceeding logically through reading and written exercises. In the Intermediate and Advanced groups the order of the program may be varied at the discretion of the teacher.
SAMPLE OUTLINES FOR ALL THE GRADES
BEGINNERS' GRADE-SECTION A
Entrance requirement: Students who enter this grade are beginners in the English language and cannot pass any of the language accomplishment tests.
I. Basic material for language instruction is as follows:
1. "First Lessons in English for Adults," 1-26. Published by Little, Brown and Company.
2. "Federal Text-book," Part I-Our Language. Lessons I to 25, inclusive. U. S. Department of Labor.
3. Supplementary themes. Arranged by the teacher. Develop any ten. (Below are ten suggestive titles.) (A) The clock.
(B) The Reading of Dates.
4. Maxims. See Appendix.