Cebu International EFL Conference

Abstract of paper

Author
Dennis Infante, MAT-ELA, MA Special Education
Chairperson, Department of English and Communication
Director, Language Resource Center
Angeles University Foundation

Title
The ESL Cultural Factors in Designing a Communicative EFL Curriculum: The AUF Language Learning Program for Non-Native Speakers of English

Abstract
This paper examines the development of an EFL curriculum in an ESL culture as a means of helping EFL learners shift from EFL learning to SLA. It reviews the concepts of language acquisition in different linguistic cultural backgrounds: EFL, ESL, and target language culture, and it underscores the need to create transitions for second language acquisition. From theory into practice, this research paper presents the contextualization of ESL factors into an EFL curriculum which targets SLA in an SLA community, Angeles University Foundation, Angeles City.

The development process and implementation of the curriculum began with a careful examination of the clientele’s characteristics, cultural backgrounds, and specific communication needs. These variables concerning the EFL students were aligned with the ESL factors of language inputs for communication (i+1); strategies for negotiation of meaning in the ESL community; contexts for cultural exchange; accommodation opportunities; and suitable interlocutors. Further, these ESL cultural factors served as the framework of an EFL curriculum and its components: the program coursework; qualities of teachers and interlocutors; logistics and management of program; authentic classroom activities; communication internship programs; and the design of an integrated syllabus. With the implementation of the communicative and integrated EFL curriculum at AUF, the language program for non-native speakers was monitored and evaluated in terms of the design of the program, and the delivery of its structures. The evaluation of the program was translated into the language of the clientele: simple and straightforward. 

The evaluation result of the curriculum implementation leads to opportunities for improvement and contribution to helping EFL students develop English as a second language in an ESL community.