‘NCTE Curriculum’ Category

 

Context

Context surrounds all reading, writing, speaking or listening, viewing and visually representative activities. The same activity done in two different places, or with two different sets of people, requires differences in English communication. » read more

 
 
 

Development Dimension

The development dimension focuses on how learners develop competencies in the language arts. Language learning is a dynamic life-long process through which individuals develop and fine-tune an expanding repertoire of capacities for communicating with others and to themselves. » read more

 
 
 

Purpose Dimension

The purpose dimension addresses the question of why we use language. It considers the range of motives, reasons, and desired outcomes, or the ends to which we direct our literacy practices. » read more

 
 
 

Content Dimension

The content dimension addresses what the students should know and be able to do with their English Language skills. » read more

 
 
 

NCTE Interactive Model for English Language Arts Standards

NCTE content standards embody a coherent, professionally defensible conception of how a field can be framed for purposes of instruction. The figure below depicts the NCTE language learning model that places learners at the core. » read more

 
 
 

Six English Language Arts

The consensus among literary teachers and researchers about what students should learn in the English language arts include reading, writing, listening, speaking, viewing and visually representing. » read more

 
 
 

IRA/NCTE Standards for English Language

The IRA (International Reading Association) and NCTE have presented twelve standards as the guiding principles for developing an English Language Arts Curriculum. » read more

 
 
 

NCTE

The National Council of Teachers of English (NCTE) was founded in 1911. The NCTE organization is devoted to improving the teaching and learning of English language arts at all levels of education. » read more