Language Curriculum Design

Language Curriculum Design

1. The curriculum is concerned with making general statements about language learning, learning purpose, experience, evaluation, and the role and relationships of teachers and learners.

   • Curriculum is concerned with planning, implementation, evaluation, management, and administration of education programs.
     • On the other hand
       • Syllabus, focuses more narrowly on the selection and grading of content.
   • Content and Sequencing
     • The content of language courses consists of :
       • The language items
         • Ideas
           • skills
             • strategies that meet the goals of the course.
     • Is important for the curriculum designer
       • Keep some check on vocabulary, grammar, and discourse to make sure that important items are being covered and repeated.
   • Format and Presenting Material
     • The material in a course needs to be presented to learners in a form that will help to learn.
     • One way of trying to check this balance of opportunities is to see a course consisting of four strands which are each given a roughly equal amount of time.
       • Meaning-focused input.
         • Meaning-focused output.
           • Language-focused learning.
             • Fluency development.
   • Monitoring and Assessing
     • This can have both informational and affective goals that can provide a teacher and learners with information about the learners’ present knowledge and progress, and a means of encouraging involvement and participation.
   • Evaluating a Course
     • An evaluation of a course can have many purposes, the main ones being to continue or discontinue the course, or to bring about improvements in the course.
     • Responsible curriculum design includes ongoing evaluation of the course.
       • Summary of the Steps
         • 1 Examine the environment.
           • 2 Assess needs.
             • 3 Decide on principles.
               • 4 Set goals, and choose and sequence content.
                 • 5 Design the lesson format.
                   • 6 Include assessment procedures.
                     • 7 Evaluate the course.
   • Considering the Environment
     • It is an important part of the curriculum design because at its most basic level it confirms that the course is suitable and very useful where the environment is practical and realistic
     • Environment Analysis
       • work on list of questions
         • Brainstorming
           • Focus on the nature of students, teachers and the teaching situation
             • Efficient environmental factors
   • Needs
     • Necessities, Lacks and wants
     • Gather information about objective needs
       • Such as questionnaires
         • Personal interviews
           • Data collection
             • Observation etc.
     • Ways to evaluate test
       • Reliability
         • Validity
           • Practicality
   • Principles
     • principles on the importance of repetition and thoughtful processing of material
       • Importance of taking account of individual differences
         • Learning style
           • Learner attitudes and motivation
   • Goals
     • Goals can be expressed in general terms and be given more detail when considering the content of the course.
       • Encourage students to exploit all the elements of the lan
     • Having a clear statement of goals is important for:
       • Determining the content of the course, for deciding on the focus in presentation, and in guiding assessment.
     • Is essential to decide why a course is being taught and what the learners need to get from it.

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