An exploratory foreign language curriculum: The creative application of RICH in senior high school English instruction

Authors

  • Yu Fu The Southwest Center for Ethnic Education and Psychology Research, Southwest University

DOI:

https://doi.org/10.54475/jlt.2022.006

Keywords:

RICH, senior high school English instructions, research-based learning, integrated curriculum, cooperative learning, humanistic outcomes

Abstract

Purpose With the rapid development of globalization, foreign language learners are supposed to have the ability to use the language in intercultural communication accurately and appropriately. However, guided by the traditional teacher-centered language teaching and learning model, learners cannot meet the requirements of social development because the knowledge that students acquire is rather limited, let alone learning and applying abilities. Meanwhile, their interest in learning a foreign language cannot be fully stimulated. RICH, a creative curriculum concept, combines Research-based Learning, Integrated Curriculum, Cooperative Learning, and Humanistic Outcomes. The new curriculum concept aims to lead students to enter the language classroom as thinkers and researchers, developing their humanistic qualities and their abilities to use the English language in practice through interdisciplinary studies so as to promote their intercultural communicative ability eventually. Methods To test the applicability of RICH in senior high English school instruction, qualitative and quantitative research methods were employed, including one academic year’s teaching experiment lasting from 2020 through 2021, video recordings of instructing cases, and semi-open interviews with some subjects. Results Research data has demonstrated that RICH can be of great help in creatively designing and implementing key competence cultivation-oriented English instructions in the context of the New Curriculum Standards for senior high school English instruction.

Author Biography

  • Yu Fu, The Southwest Center for Ethnic Education and Psychology Research, Southwest University

    Yu Fu is a Ph.D. candidate and associate professor at the Southwest Center for Ethnic Education and Psychology Research at Southwest University. Her main research interests are the basic theory of curriculum and teaching and second language acquisition and teaching.

References

Allwright, D. (2003). Exploratory practice: Rethinking practitioner research in language teaching. Language Teaching Research, 7(2), 113-141.

Bruner, J. S. (2009). The process of education. Harvard University Press.

Child, D. (2007). Psychology and the teacher (8th ed.). Continuum.

Cook, V. (2016). Second language learning and language teaching. Routledge.

Dewey, J. (1963). Experience and education. Collier Macmillan Publishers Press.

Fu, D. (2020). Exploring the RICH Optimization Teaching Concept Based on the Principles of Inquiry-based Practice in University English Courses in the Context of Globalization. English Abroad(18), 149-150.

Gergen, K. J. (1999). An invitation to social construction. Sage.

Hou, X. (2020). Application of RICH teaching method of English in higher education from the perspective of work-study integration. Journal of Puyang Vocational and Technical College, 33(3), 38-40.

Huang, A., & Hu, M. (2003). On development of Quality Education for University English Majors—Introduction to the RICH. Teaching Foreign Languages in Shandong(5), 63-67.

Huang, A., Zheng, Z., & Hu, M. (2000). RICH teaching model—Exploration on the reform of comprehensive English for English majors in senior teachers. Foreign Language Teaching(6), 7-13.

Jin, J. (2015). Exploration and practice of RICH teaching concept in Japanese conversation teaching. Proceedings of the 8th Japanology Research Forum,

King, M. (2018). Content‐Area Assessment. The TESOL Encyclopedia of English Language Teaching, 1-6.

Li, M. (2020). Research on the application of RICH teaching concept in Arabic reading course. Technology Vision(4), 102-104.

Liu, Y., & Hua, W. (2005). A Pilot Study on the Role of Teachers in the Framework of English Curriculum Standards. Research on Foreign Language Teaching in Basic Education, 3, 15-18.

Mao, J. (2017). The theory framework and enlightenment of teacher social-construction learning. Studies in Foreign Education, 44(2), 71-80.

Shu, D. F. (2004). Reforming Foreign Language Teaching: Issues and Responses. Shanghai Foreign Language Education Press.

Vygotsky, L. S. (2012). Thought and language. MIT press.

Wu, Z., & Huang, A. (2005). Foreign language curriculum and teacher development: RICH perspectives on education. Anhui Education Press.

Xiao, Y. (2014). Teacher, midwife of knowledge. People’s Education Press.

Yang, H. P., & Xue, H. X. (2009). Theory of structuralist curriculum and the New Curriculum reform. Theory and Practice of Education, 29(25), 57-60.

Downloads

Published

2022-06-26

Issue

Section

Original Research

How to Cite

Fu, Y. (2022). An exploratory foreign language curriculum: The creative application of RICH in senior high school English instruction. Journal of Language Teaching, 2(6), 1-11. https://doi.org/10.54475/jlt.2022.006

Similar Articles

1-10 of 59

You may also start an advanced similarity search for this article.

Most read articles by the same author(s)

1 2 3 4 5 6 7 > >>