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LANGUAGE CURRICULUM COURSE

NATURE AND STRUCTURE OF LANGUAGE


 Origin of Language
 Building Blocks
 Properties
 Criteria
 Modes
 Purposes

DEFINITION OF CURRICULUM
 (Coles, 2003)

 (Wojtczak, 2002)

 (Tanner, 1980)

 (Garcia, 1976, SEAMEO RELC)

 (Stenhouse,1975)

THE PRINCIPLES OF THE BASIC QUALITIES OF SUCCESSFUL


LANGUAGE LEARNING PROGRAMS THAT BRECHT AND WALTON
PRESENT ARE:
1) good language programs must focus on language acquisition as a long-
term, even lifelong, process;
2)good programs are learning centered, applying all we know about the
cognitive processes of learning;
3) good programs are learner centered, and so take into consideration the
differences in learning styles and processes of individual learners;
4) language programs should focus on performance, not knowledge about a
code, and this performance must be understood as set in a cultural context;
5) a good program will have its goals defined explicitly, and
6) such a program will assess its students against these goals, and the
assessment will be used directly to improve the students’ learning (1994: 4).
Because these principles underlie any learning program, the language
learning framework is seen as “relevant to school or college programs,
to beginning or advanced learners, [and] to formal educational
programs as well as [to] immersion exposure in study abroad, to
teacher-controlled or self-instructional programs, and to classroom or
distance learning” (1994: 4).
CURRICULUM DEVELOPMENT

 Definition

 Ideology of the curriculum

 1.Academic Rationalism

 2.Social and Economic Efficiency

 3.Learner-centeredness

 4.Social Reconstructionism

 5.Cultural Pluralism

CURRICULUM PLANNING

 Hilda Taba’s curriculum model

 Decisions in Curriculum Construction

 Key features of a curriculum:

 Learning is planned and guided.

 The definition refers to schooling.

CURRICULUM THEORY AND PRACTICE

 Curriculum as a body of knowledge to be transmitted.


 Curriculum as an attempt to achieve certain ends in students - product.
 Curriculum as process.
 Curriculum as praxis.

The Practical

CURRICULUM APPROACH IN LANGUAGE TEACHING


 Principles Underlying the language Curriculum

 Tyler’s Curriculum Model

Aims and objectives


Content

Organization

Evaluation

1. Need

Aims Objectives

2. Plan

Strategies Tactics

3. Implementation

Methods Techniques

4. Review

Evaluation Consolidation

NICHOLLS AND NICHOLLS (1972),FOUR STAGES OF CURRICULUM DEVELOPMENT

STAGES, DECISION-MAKING ROLES AND PRODUCTS IN CURRICULUM


DEVELOPMENT (FROM JOHNSON 1989)

Development stages Decision-making roles Products

1. curriculum planning policy makers policy document

2. specification: needs analyst


ends syllabus
methodologists
means

3. programme materials writers teaching materials


implementation teacher-training
teacher trainers
programme

4. classroom teacher teaching acts

implementation learner learning acts

STATING CURRICULUM OUTCOMES


 Aims- definitions (Renandya and Richards 2002) and example
 Objectives-definitions and characteristics
 Statements of objectives have the following characteristics (Renandya
and Richards, 2002):
1. Objectives describe a learning outcome
2. Objectives should be consistent with the curriculum aim
3. Objectives should be precise
4. Objectives should be feasible

THE SEPARATE PURPOSE OF A CURRICULUM AND A SYLLABUS


 Definitions and characteristics
 Diagram of the relationship of a curriculum to the syllabuses which draw
from it
a viewpoint a viewpoint

on the on the

nature of nature of

language language
A Model L2
learning
Curriculum

an educational

cultural viewpoint

 Major goals overall educational approach


a. a behavioristic orientation
b. a rational-cognitive orientation
c. a humanistic orientation

 Types of Syllabus (Reilley)


1. Structural (formal) Syllabus
2. A notional/ functional syllabus
3. Situational syllabus
4. A skill-based syllabus
5. A task-based syllabus
6. A content-based syllabus

COURSE PLANNING AND SYLLABUS DESIGN


A. The course rationale
B. The course rationale
C. Choosing course content

Theoretical and philosophical


views:

the nature of language


the nature of language
learning
L2

Curriculum
educational cultural
philosophy

Syllabus objectives:

Language Content Product/Outcomes


Process/Means

The BASIC EDUCATION CURRICULUM


 Development of the basic education curriculum (SEAMEO INNOTECH
2002)
 Features of the 2002 Basic Education Curriculum for Elementary and
Secondary Education

REVIEWING THE OLD CURRICULUM


 BEC vs SEDP