CURRICULUM

CURRICULUM

1. is

   • A plan or design for a course
     • Its development starts from this next two process
       • INPUT
         • Wich is the linguistic content for a course
           • Through this PROCESS: select content, organized needs into teachable and learnable units.
             • result is a SYLLABUS
               • Syllabus include the METHODOLOGY: types of learning activities, procedures and techniques employed by teachers
             • This process implies how teaching is carried out
       • OUTPUT
         • Wich is the learning outcomes

2. Has different development approaches like:

   • FORWARD DESIGN
     • METHODOLOGY: Transmissive and teacher-directed, practice and control of elements, imitation of models, explicit presentation of rules
     • ASSESMENT: Norm-referenced, summative end-of-semester or end-of-course test
     • ROLE OF LEARNER: Accurate mastery of language forms, application of learned material to new contexts, undersanding of langauge rules
     • SYLLABUS: Language centred, content divided into its key elements, sequenced from simple to complex, pre-determined prior to a course, linear progression
     • ROLE OF TEACHER: As instructor, model and explainer, transmitter of knowledge, reinforcer of correct language use
     • EXAMPLES: communicative language teaching (CLT) and content based instruction (CoBI
   • CENTRAL DESIGN
     • SYLLABUS: Activity based, content negotiated with learners, reflects the process of learning
     • METHODOLOGY: Learner centred, experiential learning, meaning prioritazed over accuracy
     • ROLE OF TEACHER: Facilitator, negotiator of content and process, encourager students' autonomy
     • ROLE OF LEARNER: Negotiator of learning content and modes of learning, development of learning strategies
     • ASSESMENT: Negotiated assesment, assesment for learning, formative assesment, self-assesment, develop capacity for self-reflection and sel-evaluation
     • EXAMPLES: Task-based Language Teaching (TBLT), Post.method Teaching, The ecological classroom
   • BACKWARD DESIGN
     • SYLLABUS: Needs based, ends-means approach, objectives or competency-based, sequenced from part-skills to whole, pre-determined prior to course, linear progression
     • METHODOLOGY: Practice of part skills, practice of real-life situations, accuracy emphasized
     • ROLE OF TEACHER: Organizer of learning experiences, model of target language performance, planner of learning experiences
     • ROLE OF LEARNER: Learning through practice and habit formation, mastery of situationally appropiate language, awareness of correct usage
     • EXAMPLES: Task-based Language Teaching (TBLT), Competency-based Instruction (CpBI)
     • ASSESMENT: Development of fluency, criterion-referenced, performance based summative assesment, improvement oriented

3. TEXT: CURRICULUM APPROACHES IN LANGUAGE TEACHING: FORWARD, CENTRAL AND BACKWARD DESIGN BY: JACK C. RICHARDS