Curriculum approaches in language teaching

Curriculum approaches in language teaching

1. Forward desing

   • Starts with SYLLABUS plannig, and moves to methodology
   • Is followed by assessment of learning outcomes
     • Assessment
       • Provide feedback
   • Resolving issues os syllabus content
   • Corpus linguistic
     • In language teaching INPUT, refers to the Linguistic Content (LC) of a course
       • Assume before teach a language, that need to decide What LC to teach
         • Once content has been selected it then needs to be organized into teacheble and learnable units, in a rational sequence.
           • The result is a SYLLABUS
     • PROCESS
       • How to teaching is carried out and domain the methodology in language teaching
       • Methodology ,
         • Encompasses the types of learning activities, procedures and techniques that are employ by teachers when they teach
   • Contente based instruction
     • Content and language Integrated Learning
   • Examples of teaching processes
     • Audiolingualism or total phiysical response
   • Its desing
     • Content
       • Syllabus
         • Methodology
           • outcomes
             • Assessment
   • Lesson plan desing
     • Teacher chooses a topic for a lesson
       • SElects a esources
         • Chooses instructional methods
           • Seminar
             • Assessment

2. Central desing

   • Begin with classroom porcesses and methodology
   • Issues of Syllabus and learning outcomes are not specified in detail and are addressed as the curriculum is implemented
   • It places emphasis on Syllabus specification and mora on methodological principles
     • It is more concerned with learning processes that predermined objectives
       • It is learner-centered and seeks to provide learning experiences
         • It emphasizes the role of teh teacher in creating his/her own curriculum in the classroom.
     • Post-method teaching
       • It is refer to teaching draws on the teacher’s individual conceptual- izations of language, language learning and teaching, the practical knowledge and skills teachers develop from training and experience,
   • Its desing
     • Assessment
       • Content
         • Outcomes
           • Assessment
             • Content
               • Outcomes
                 • Assessment
   • Task-based language teaching
     • Employ primary pedagogical tasks as the basis for classroom instruction -specially designed classroom activities that are intended to call upon the use of specific interactional strategies and may also require the use of spe- cific types of language (skills, grammar, vocabulary).
   • Dogme approach
     • It is based on the idea that instead of basing teaching on a pre-planned syllabus, a set of objectives and published materials, teach- ing is built around conversational interaction between teacher and students and among students themselves.

3. Backward desing

   • Starts from a specification of learning outcomes
     • Desicions on methodology Syllabus are developed from the learning outcomes.
       • Example: The European Framework Of Reference
   • Its desing
     • 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 of the ways of doing it
   • Competency based instruction
     • Identify target tasks
       • Describe required competencies
         • Identify language demands for each competency
           • Develop Syllabus
             • Desing teaching methods
               • Learning outcomes

4. Curriculum is used to refer to the overall plan or desing a course.

   • Its dimensions
     • Forward
       • Input, Syllabus
     • Central
       • Process, Methodology
     • Backward
       • Output
         • Learning outcomes