The Globalization and Localization of an Evidence-Based Oral English Curriculum and Curriculum-Based Virtual Professional Development

• In Event: Innovative Dual-Language Education Teacher Professional Development

Abstract

In this study, we described (a) the localization of an evidence-based oral English curriculum and the curriculum-based virtual professional development (VPD) developed for ESL children in the U.S, and (b) the implementation of this localized curriculum and VPD in EFL classrooms in China. Linguistic and cultural adaptations were made, and the effectiveness of the curriculum on first-grade Chinese students’ English oral proficiency development was investigated. An English oral vocabulary test was administered among randomly-selected students from treatment and control classes before and after intervention. Results from repeated measure ANOVA revealed statistically significant impact in favor of treatment students. Our findings underscored the need for curriculum localization and adaptation in the world of globalization so as to better serve EFL students.

Authors

• Fuhui Tong, Texas A&M University - College Station

• Henan Zhang, Texas A&M University

• Fubiao Zhen, Texas A&M University - College Station

• Beverly J. Irby, Texas A&M University - College Station

• Rafael Lara-Alecio, Texas A&M University - College Station

• Julia Lynch, Texas A&M University - College Station

• Cindy Lynn Guerrero, Texas A&M University - College Station