A Review of Integrated Curriculum Models in Language Teaching
Downloads
Integrated curriculum models in language education aim to combine multiple disciplines and language skills into a cohesive framework, fostering connections between language learning and real-world contexts. While these models offer a holistic approach, their implementation has raised concerns about effectiveness, teacher readiness, and challenges in cross-subject integration. This review evaluates the current literature on integrated curriculum models in language teaching, examining their impact on language proficiency and learner engagement. The study reviews empirical studies, case reports, and theoretical discussions, focusing on both qualitative and quantitative research that assesses outcomes in language classrooms. Key themes include cross-curricular integration, teacher collaboration, and the influence of cultural and contextual factors. Findings suggest that integrated curriculum models improve language proficiency by encouraging language use in diverse contexts, helping learners develop both language and critical thinking skills. However, successful implementation requires significant teacher collaboration and curriculum alignment. Teacher preparedness and institutional support are also crucial for achieving positive outcomes. In conclusion, integrated curriculum models hold great potential to enhance language education, but their success relies on effective implementation and collaboration between educators. Further research is needed to assess the long-term effects and scalability of these models in different educational settings.
Abdullina, G. R., Abdullina, L. B., Akhmadullina, I. R., Valieva, G. D., & Gabbasova, G. Z. (2020). Comparative study of economic loanwords integration into languages with different structural features (based on the examples of terms in Bashkir, Russian, and Chinese languages). Astra Salvensis, 451–461. Scopus.
Abstengo, D. D. L. H. (2018). Curricular strategy of environmental education for the students of the career degree in Education. Pedagogy-psychology. Revista Luna Azul, 46(Query date: 2022-06-20 00:07:18), 369–386. https://doi.org/10.17151/luaz.2018.46.19
Arslan, A. (2020). A systematic review on flipped learning in teaching english as a foreign or second language. Journal of Language and Linguistic Studies, 16(2), 775–797. https://doi.org/10.17263/JLLS.759300
Ashton, K. (2022). Language teacher agency in emergency online teaching. System, 105(Query date: 2024-09-21 02:45:17). https://doi.org/10.1016/j.system.2021.102713
Babic, S., Mairitsch, A., Mercer, S., Sulis, G., Jin, J., King, J., Lanvers, U., & Shin, S. (2022). Late-career language teachers in Austria and the UK: Pathways to retirement. Teaching and Teacher Education, 113, 103686. https://doi.org/10.1016/j.tate.2022.103686
Bandi, S. (2021). Enablers and Barriers to Implementing Service-Learning in India-A Case-Study of Two Service-learning Models Integrated into Undergraduate Engineering Curriculum. Proceedings of 2021 World Engineering Education Forum/Global Engineering Deans Council, WEEF/GEDC 2021, Query date: 2024-09-21 02:31:00, 241–249. https://doi.org/10.1109/WEEF/GEDC53299.2021.9657399
Bayraktaroglu, S. (2020). Issues in English Pronunciation Teaching: Turkish-English Interlanguage Case. In Issues in English Pronunciation Teaching: Turkish-English Interlanguage Case (p. 187). https://doi.org/10.3726/b16552
Bazzaza, M. (2016). Impact of smart immersive mobile learning in language literacy education. IEEE Global Engineering Education Conference, EDUCON, 10(Query date: 2022-11-13 06:04:04), 443–447. https://doi.org/10.1109/EDUCON.2016.7474591
Blyth, C. (2018). Immersive technologies and language learning. Foreign Language Annals, 51(1), 225–232. https://doi.org/10.1111/flan.12327
Bogach, N. (2021). Speech processing for language learning: A practical approach to computer-assisted pronunciation teaching. Electronics (Switzerland), 10(3), 1–22. https://doi.org/10.3390/electronics10030235
Cotabish, A. (2024). Spatial Reasoning Excellence: A Synergy of VanTassel-Baska’s Integrated Curriculum Model and Talent Development. Education Sciences, 14(7). https://doi.org/10.3390/educsci14070716
Cruz, K. M. L.-D. L. (2022). Application of Gamification in Higher Education in the Teaching of English as a Foreign Language. Smart Innovation, Systems and Technologies, 256(Query date: 2024-09-21 02:45:17), 323–341. https://doi.org/10.1007/978-981-16-5063-5_27
Fang, W. C. (2021). Effects of mobile-supported task-based language teaching on EFL students’ linguistic achievement and conversational interaction. ReCALL, 33(1), 71–87. https://doi.org/10.1017/S0958344020000208
Gadusova, Z. (2021). Intervention in teaching reading in a foreign language: Development of divergent thinking and ambiguity tolerance. Journal of Education Culture and Society, 12(1), 297–313. https://doi.org/10.15503/jecs2021.1.297.313
Govender, N. (2022). Incorporating indigenous artefacts in developing an integrated indigenous-pedagogical model in high school physics curriculum: Views of elders, teachers and learners. Cultural Studies of Science Education, 17(3), 827–850. https://doi.org/10.1007/s11422-021-10076-2
Guerrettaz, A. M. (2021). Empirically Defining Language Learning and Teaching Materials in Use Through Sociomaterial Perspectives. Modern Language Journal, 105(Query date: 2024-09-21 02:45:17), 3–20. https://doi.org/10.1111/modl.12691
Hazaea, A. N. (2021). Emergency remote english language teaching in the arab league countries: Challenges and remedies. CALL-EJ, 22(1), 201–222.
Jensen, J. (2019). A systematic literature review of the use of Semantic Web technologies in formal education. British Journal of Educational Technology, 50(2), 505–517. https://doi.org/10.1111/bjet.12570
Kohnke, L. (2023). ChatGPT for Language Teaching and Learning. RELC Journal, 54(2), 537–550. https://doi.org/10.1177/00336882231162868
Li, B. (2023). Embracing the Disrupted Language Teaching and Learning Field: Analyzing YouTube Content Creation Related to ChatGPT. Languages, 8(3). https://doi.org/10.3390/languages8030197
Little, C. A. (2021). The use of overarching concepts in the integrated curriculum model. Content-Based Curriculum for High-Ability Learners, Query date: 2024-09-21 02:31:00, 169–194. https://doi.org/10.4324/9781003233824-14
Logachev, M. (2022). Information System for Learning Control in Teaching Russian Sign Language: Process and Data Modeling. International Journal of Instruction, 15(3), 153–170. https://doi.org/10.29333/iji.2022.1539a
Mudinillah, A. (2019). The development of interactive multimedia using Lectora Inspire application in Arabic Language learning. Jurnal Iqra’: Kajian Ilmu Pendidikan, 4(2), 285–300.
Mulyadi, D. (2021). Effects of technology enhanced task-based language teaching on learners’ listening comprehension and speaking performance. International Journal of Instruction, 14(3), 717–736. https://doi.org/10.29333/iji.2021.14342a
Putri, R. J., & Mudinillah, A. (2021). Penggunaan Aplikasi Canva Untuk Pembelajaran Ilmu Pengetahuan Sosial Kelas VI di SDN 02 Tarantang. MADROSATUNA: Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 4(2), 65–85.
Putri, W. E., & Mudinillah, A. (2021). Penggunaan Aplikasi Kinemaster Sebagai Media Pembelajaran IPS Kelas III SD Muhammadiyah Rambah Pada Masa Pandemi Covid 19. EduStream: Jurnal Pendidikan Dasar, 5(2).
Rassool, G. H. (2020). Cognitive Restructuring of Psychology: The Case for a Vertical and Horizonta? Integrated, Embedded Curriculum Model for Islamic Psychology. Islamic Studies, 59(4), 477–494.
Rezi, M., Mudinillah, A., & Pahmi, P. (2022). Alternative Media in Supporting Learning in Indonesia During The Covid-19 Pandemic. Jurnal Basicedu, 6(2), 3043–3054.
Rose, H. (2021). Global englishes and language teaching: A review of pedagogical research. Language Teaching, 54(2), 157–189. https://doi.org/10.1017/S0261444820000518
Sood, S. K. (2021). Scientometric analysis of literature on distributed vehicular networks: VOSViewer visualization techniques. Artificial Intelligence Review, 54(8), 6309–6341. https://doi.org/10.1007/s10462-021-09980-4
Spawi, M., Zakaria, Z., Ali, M. Z. M., Kamaruddin, W. A. Z. W., Islieh, A. R. I. S., Usop, R., & Amin, A. F. M. (2021). Conceptualising The Islamic Gifted Curriculum: Redefining Gifted Education From Islamic Perspective.
Swanson, J. D. (2020). A Basis for Talent Development: The Integrated Curriculum Model and Evidence-based Strategies. Roeper Review, 42(3), 165–178. https://doi.org/10.1080/02783193.2020.1765920
Sweeney-Androulaki, F., Katsampoxaki-Hodgetts, K., Koutraki, M., Ladopoulou, V., & Divini, K. (2014). The acquisition of subject-specific vocabulary: A focus on a collaborative dictogloss task and teacher perceptions. International Journal of Pedagogy and Curriculum, 20(4), 1–23. Scopus. https://doi.org/10.18848/2327-7963/cgp/v20i04/48975
Tan, T. T. M. (2022). Building Improvised Microbial Fuel Cells: A Model Integrated STEM Curriculum for Middle-School Learners in Singapore. Education Sciences, 12(6). https://doi.org/10.3390/educsci12060417
Thakuria, A. (2021). A Bibliometric review on Information Seeking Behaviour research literature in Library and Information Science using HistCite and VOSviewer. Library Philosophy and Practice, 2021(Query date: 2022-06-04 06:54:06), 1–25.
Tomlinson, C. A., & Strickland, C. A. (2005). Differentiation in practice: A resource guide for differentiating curriculum?; grades 9-12. Assoc. for Supervision and Curriculum Development.
Ü?enti, Ü. A. K. Ç. A. (2021). Effect of the integrated curriculum model on writing skills. Hacettepe Egitim Dergisi, 36(3), 742–757. https://doi.org/10.16986/HUJE.2020062038
VanTassel-Baska, J. (2023). The Integrated Curriculum Model. Systems and Models for Developing Programs for the Gifted and Talented, Second Edition, Query date: 2024-09-21 02:31:00, 655–691. https://doi.org/10.4324/9781003419426-24
Xue, S. (2022). Educational affordances of mobile social media for language teaching and learning: A chinese teacher’s perspective. Computer Assisted Language Learning, 35(4), 918–947. https://doi.org/10.1080/09588221.2020.1765811
Zhang, J. (2022). Computer multimedia assisted language and literature teaching using Heuristic hidden Markov model and statistical language model. Computers and Electrical Engineering, 98(Query date: 2024-09-21 02:45:17). https://doi.org/10.1016/j.compeleceng.2022.107715
Zhang, L. J. (2023). A cross-lagged panel analysis of self-efficacy, teacher grit, teaching enjoyment, and work engagement among foreign language teachers. Journal of Multilingual and Multicultural Development, Query date: 2024-09-21 02:45:17. https://doi.org/10.1080/01434632.2023.2248064
Copyright (c) 2024 Amrina Amrina, Amelia Amelia, Tsai Nicholas
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
