History of the English Language : a unit of curriculum and instruction for grade eleven

• Main Author: Reardon, Daniel Patrick
• Format: Thesis
• Language: English
• Published: Memorial University of Newfoundland 1976
• Subjects: Newfoundland
• Online Access: https://research.library.mun.ca/4310/; https://research.library.mun.ca/4310/1/Reardon_DanielPatrick.pdf; https://research.library.mun.ca/4310/3/Reardon_DanielPatrick.pdf

The purpose of this project was to bring a greater knowledge, understanding and appreciation of the English language into the present English program in Newfoundland's high schools. The unit which has been developed could be used as a supplement to the existing English program in our high schools. -- The unit is multi-media in nature and includes a student text, a teacher's manual, overhead transparencies, audio tapes, samples of older literature and suggested activities. The "curriculum" or matrix of intended learning outcomes for the unit was drawn from the disciplines of linguistics, English literature, secondary English education and history--and from non-disciplined knowledge contained in magazine articles, newspapers and numerous conversations with various individuals having a sound knowledge and understanding of both the history of the English language and its integral position in our high schools. Both the theories of Mauritz Johnson on the development of curriculum and instruction and formative evaluation as conceived by Michael Scriven were utilized in the development of the unit. -- At various stages in the development of the unit specialists from the fields of secondary English education, linguistics and audio-visual were consulted and their suggestions were incorporated into the unit. Because of certain special circumstances the field testing of the unit was limited. It was taught to a volunteer group of fifteen grade eleven students at Beaconsfield High School in St. John's. Results of the formative evaluation showed that the unit was readable, teachable and valid. -- The following conclusions were drawn from the project: -- 1. Johnson's theories provide a viable model for curriculum and instructional development. -- 2. The unit can adequately supplement the present English curriculum in Newfoundland's high schools. -- 3. The unit can be successfully taught to all grade eleven students in Newfoundland who are of average intelligence and who have reasonable competence in the use of oral and written ...