Language Curriculum Design

Language Curriculum Design

1. Considering the enviroment

   • Environment analysis
   • Make a list of questions
   • Factors
     • Time available
     • Large size
     • Lack of experience

2. Discovering Needs

   • Use variety of resourses
     • Testing
       • Consulting Employers
     • Questions and interviews
     • Recalling previous performance
   • Evaluated by
     • Reability
     • Validity
     • Practicality

3. Following Principles

   • Curriculum design makes the connection between research, theory and practice
   • There are 20 principles and these are divided into:
     • Content and Sequencing
       • Frequency
         • Language system
           • Keep moving forward
             • Learning burden
       • Strategies and autonomy
         • Spaced retrieval
           • Teachability
             • Interference
     • Format and Presentation
       • Motivation
         • Fluency
           • Time on task
           • Learning Style
         • Output
           • Deliberate learning
             • Depth of processing
       • Four strands
         • Comprehensible input
           • Integrative motivation
     • Monitoring and assessment
       • Ongoing needs and environment analysis
       • Feedback

4. Goals

   • Expressed in general terms and be given more detail
     • Some examples
       • Encourage Ss to exploit all the elements of the language
       • Trio aims to
         • Encourage Ss to communicative in a wide range
         • Sustain interesr and motivation
         • Develop specific skills

5. Content and Sequencing

   • Consists of the language items. ideas, skills and strategies
     • Typical list include
       • Frequency-based vocabulary lists
       • Frequency lists of verb forms and verb groups
       • Lists of functions and topics
       • Lists of subskills and strategies

6. Finding a format and presenting Material

   • Use of suitable teaching techniques and procedures
     • Format needs to be checked against the environment analysis of course

7. Monitoring and Assessing

   • The learners' present knowledge and progress

8. Evaluating a Course

   • Evaluation tries to answer the questions "Is this a good course?"
   • The main ones being to continue or discontinue the course

9. Hedgcock, J. S., & Ferris, D. R. (2018). Teaching readers of English: Students, texts, and contexts. Routledge.