Curriculum Approaches in Language Teaching sum (original) (raw)
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Curriculum Approaches in Language Teaching: Forward, Central, and Backward Design
The development and implementation of language teaching programs can be approached in several different ways, each of which has different implications for curriculum design. Three curriculum approaches are described and compared. Each differs with respect to when issues related to input, process, and outcomes, are addressed. Forward design starts with syllabus planning, moves to methodology, and is followed by assessment of learning outcomes. Resolving issues of syllabus content and sequencing are essential starting points with forward design, which has been the major tradition in language curriculum development. Central design begins with classroom processes and methodology. Issues of syllabus and learning outcomes are not specified in detail in advance and are addressed as the curriculum is implemented. Many of the 'innovative methods' of the 1980s and 90s reflect central design. Backward design starts from a specification of learning outcomes and decisions on methodology and syllabus are developed from the learning outcomes. The Common European Framework of Reference is a recent example of backward design. Examples will be given to suggest how the distinction between forward, central and backward design can clarify the nature of issues and trends that have emerged in language teaching in recent years.
Crystal-clear and comprehensive yet concise, this text describes the steps involved in the curriculum design process, elaborates and justifies these steps and provides opportunities for practising and applying them. The description of the steps is done at a general level so that they can be applied in a wide range of particular circumstances. The process comes to life through plentiful examples of actual applications of the steps. Each chapter includes:
Curriculum Approach used in Teaching English : A Case Study
Journal Of Academia In English Educations, 2022
The development and implementation of language teaching programs can be approached in several different ways, each of which has different implications for curriculum design. Indonesian schools have started modernizing their curricula by adopting a backward design that places an emphasis on students' learning outcomes in order to replace the outdated forward paradigm. They must, however, overcome a difficulty in order to achieve a beneficial alignment. This problem spurred a case study examination of the primary curriculum's objectives, syllabus, methodology, and evaluation. The results of the research indicate that the curriculum was created forward, despite claims that it was designed backward, with learning outcomes acting as program goals. In truth, the one that follows it promotes the exchange of knowledge above the development of skills. Since they still relied on information transmission, the program's learning goals were not linked with the three important components of syllabus, methodology, and assessment. The university's innovation of technique including a transfer in emphasis from the lecturer to the students was nonetheless rigidly and mechanically interpreted, and the assessment of student learning was said to be criterion-referenced without more explanation for each syllabus.
Language Curriculum Development
RELC Journal, 1984
In this survey paper the field of language curriculum develop ment is defined as encompassing the processes of needs analysis, goal setting, syllabus design, methodology and evaluation. Each of these curriculum processes is surveyed and issues and practices in each area are discussed. Needs analysis is discussed in relation to language pro gram planning and evaluation and different needs analysis pro cedures are examined. Different approaches to the planning of pro gram objectives in language teaching are illustrated and a distinction between behavioural, process, content and proficiency-based objec tives is made. The status of methodology within curriculum develop ment is discussed in terms of a distinction between content oriented methods and those concerned primarily with instructional processes. The role of a syllabus within each approach is illustrated. The need for an empirical basis for methodological statements is emphasized and it is suggested that the classroom processes m...
The TATE model: a curriculum design framework for language teaching
ELT Journal, 2020
This article proposes a curriculum design framework for instructed additional language learning comprising four phases: Text, Analysis, Task, Exploration (TATE). The framework is argued to be compatible with both natural order theory and skill acquisition theory through its ability to integrate meaning-focused tasks within a task-supported approach to language teaching that allows for both implicit and explicit learning processes to occur. It is presented as an integrated skills model consistent with contemporary research on the learning of both lexis and grammar, recognizing the importance of both written and spoken language practice during tasks. Evidence of current trends in global coursebook design is presented to support the framework from a sociocultural perspective. I argue that the framework is potentially compatible with CLIL and project-based approaches to language learning, but caution that the model is not presented as universally applicable; as such it is offered as a tool in the curriculum designer’s and teacher’s ‘toolbox’ for planning courses and curricula.
Process of Language Curriculum Development
Addaiyan Journal of Arts, Humanities and Social Sciences , 2019
There are various frameworks for the process of curriculum development. According to Graves (1996), many frameworks have been proposed for the process of curriculum development and course design through which they are broken down into their components and subcomponents. Such frameworks are useful since they provide an organized way in understanding a complex process; they provide domains of inquiry for teachers, through which each component brings up ideas and raises issues for the teacher to pursue; and finally they provide a set of terms currently in vogue about course development and thus a common professional jargon and provides access to the ideas of others. This paper is an effort to discuss the different models involved in language curriculum development when all of these models highly overlap with each other to some extent. One of these models has been proposed by Tabawho (1962, cited in Dubin and Olshtain, 1986) outlines the steps of a curriculum process which a course designer must follow to develop subject matter courses as: diagnosis of needs, formulation of objectives, selection of content, organization of content, selection of learning experiences, organization of learning experiences, determination of what to evaluate and the means to evaluate. Keywords: language, curriculum, frameworks, course design, development.
Language Curricula: An Analysis of Content, Methods and Assessment Procedures
Journal of English Language Teaching, 2020
Every educational curriculum has certain pedagogic objectives which are realized through the instructional praxis. ELT curriculum is no exception to this. It is also based on certain ideologies to be apprehended through the objectives of the individual learning programmes. Further, the objectives of the curriculum and the individual programmes are to be attained within a stipulated time. This happens when the teachers come to grips with the objectives of the curriculum stated with appropriate methodology. The curriculum, syllabus, methodology, and time together should allow the teacher to assess the linear progression of the learners during and at the end of the course. The rationale of this study is to analyze the factors: curriculum, methodology, materials and assessment, how they are interconnected and interrelated to the programs/courses. The analyses are done based on the theories proposed by Richards (2001) and Nunan (1988). This study is focused on the syllabi of two different professional institutions, the design and deployment of their language curricula, in relation to the role of the teachers and tests. The analyses proved that the lacuna in designing the syllabus and its execution along with unrelated testing patterns fail the students in achieving their program objectives. The theoretical stance to analyse the curricula and syllabi and the findings along with implications for syllabus designers and teachers form the crux of this paper.
Language Curriculum Design–Book Review
A large number of books on curriculum design (CD) have already been written, with some serving as classics in the field for decades, so I was curious to know what this book by Nation and Macalister might contribute. From the outset in Chapter 1, the authors introduce what I came to recognize as the enduring contribution of this book: an elegant and all-encompassing model of the CD process.
Book Review: Language Curriculum Design
Celebes Journal of Language Studies, 2022
The purpose of book reviews as evaluations or critiques is to inform readers and rate the worth of a work. The Language Curriculum Design book by Nation and Macalister (2009) covers the processes involved in the curriculum design process, elaborates on them, provides justifications, and offers opportunities to practice and apply them. This review is an expansion of fourteen chapters. Chapter 1 offers an overview of Chapters 2 through 8, which outline the primary steps of the curriculum design process. The ninth chapter outlines a variety of methods for covering these steps. Involving students in curriculum design, selecting and updating course materials, innovation theory, retraining teachers, and assisting both teachers and students in utilizing a course are discussed in Chapters 10 through 14. Beginning with chapter 1, which provides an overview of language curriculum design, chapters 2 through 8 cover environmental analysis, need analysis, principles, objectives, content and sequencing, format and presentation, monitoring and assessment, and evaluation. In the meantime, chapter 9 provides an overview of curriculum design, while chapters 10 through 13 detail negotiated Syllabi, adopting and altering an existing course book, and implementing change. Planning an In-service course, with the final chapter covering Teaching and Curriculum design.