The ELT Curriculum: A Flexible Model for a Changing World.

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The ELT Curriculum: A Flexible Model for a Changing World. By:Kelly Avendaño Gelviz

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The ELT Curriculum: A Flexible Model for a Changing World.
1 INTRODUCTION
1.1 Language is communication, and as teachers we must develop in our learners the ability to communicate effectively in a wide range of professional and social contexts.
2 CURRICULUM:ADEFINITION
2.1 Applied linguistics, a similar definition of curriculum is proposed by Richards, Platt and Platt :
2.1.1 a. the educational purposes of the programme (the ends)
2.1.2 b. The content, teaching procedures and learning experiences which will be necessary to achieve this purpose (the means)
2.1.3 c. some means for assessing whether or not the educational ends have been achieved
2.1.4 The participants within the curriculum design process:
2.1.4.1 The planners.
2.1.4.2 The administrators.
2.1.4.3 The teachers.
2.1.4.4 The learners.
3 MODELS OF CURRICULUM PLANNING
3.1 The three traditions are identified as:
3.1.1 Classical Humanism.
3.1.2 Reconstructionism.
3.1.3 Progressivism.
4 THE CONTENT MODEL: CLASSICAL HUMANISM
4.1 The attraction of the model is that it provides:
4.1.1 3. Accountability
4.1.2 1. Clarity of goals
4.1.3 2. Ease of evaluation
5 THE OBJECTIVES MODEL: RECONSTRUCTIONISM
5.1 The purpose of education from the point of view of the process model is to enable the individual to progress towards self-fulfilment.
5.2 “communicative revolution” and a period of “piecemeal reconstruction”, is now characterised by “a growing interest in the curriculum process as a whole, attempts to put language teaching back in touch with educational theory in general and curriculum studies in particular”
5.3 Johnson refers to the communicative ‘revolution’, and a revolution cannot be achieved without a certain degree of chaos before reconstruction
6 THE PROCESS MODEL: PROGRESSIVISM
6.1 Kelly sums:
6.1.1 the fact that neither offers any real help with that decision which must precede all others, namely the choice of content and/or aims and objectives
7 THE ‘NEW PRAGMATISM’: A MIXED-FOCUS CURRICULUM
7.1 CURRICULUM POLICY
7.1.1 NEEDS ANALYSIS
7.1.1.1 SYLLABUS DESIGN
7.1.1.1.1 METHODOLOGY
7.1.1.1.1.1 Of curriculum planning and implementation, and involve all participants. The primary purpose of evaluation is to determine whether or not the curriculum goals have been met
7.1.1.1.2 EVALUATION
7.1.1.1.2.1 Interaction between the teacher and the learners in the classroom, and on the teaching approaches, activities, materials and procedures employed by the teacher.
7.1.1.2 Brindley suggests that two orientations are now generally recognised:
7.1.1.2.1 1. A narrow, product-oriented view of needs which focuses on the language necessary for particular future purposes and is carried out by the ‘experts’
7.1.1.2.2 2. A broad, process-oriented view of needs which takes into account factors such as learner motivation and learning styles as well as learner-defined target language behaviour
7.2 Dubin and Olshtain, three areas are central to the concept of a communicative curriculum:
7.2.1 a humanistic approach in education
7.2.2 a cognitively based view of language learning
7.2.3 a view of the nature of language as seen by the field of .sociolinguistics
8 CONCLUSION
8.1 The language teaching profession has yet to embrace curriculum development as an overall approach to the planning of teaching and learning.
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