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Language Policy, Curriculum Development, and TESOL Instruction: A Search for Compatibility

Elliott L. Judd
TESOL Quarterly
Vol. 15, No. 1 (Mar., 1981), pp. 59-66
DOI: 10.2307/3586374
Stable URL: http://www.jstor.org/stable/3586374
Page Count: 8
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Language Policy, Curriculum Development, and TESOL Instruction: A Search for Compatibility
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Abstract

Language policy has a direct impact on TESOL and should therefore be considered as a crucial factor in planning for ESOL programs. Provided here is specific information on how an ESOL curriculum might be planned which is more compatible with the existing language policy in various countries around the world. Classification is divided into four major categories, based on the status of the English language: English as a second language (ESL), English as a foreign language (EFL), English as an additional language (EAL), and English as a language of wider communication (ELWC). Each of the four classes is described and compared and suggestions are offered about which types of ESOL curricula and methodologies are most applicable to each category. A framework is offered for future analysis.

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