From Syllabus design to curriculum development

From Syllabus design to curriculum development

1. Other approaches during this time, focuses on travel and commercial English books that were organizer around topics, etc. But the latter book which focuses on the teaching of general English, sometimes known as English for No specific purposes.

2. The quest for new methods

   • After World War ll English as a second language became very important. The role of English as international communication had expanded rapidly by 1950s. Its role increased by the growth of radio, film and television. Learning English was now a necessity in all people in the world.
     • The 1950s and 1960s were times of methodological excitement. In britain they developed a methodology that drew on the oral approach, this later became known as the situational approach. In 1960 in USA was under method named the Audiolingual Method

3. Changing needs for foreign languages in Europe

   • Suddenly, the necessity of reevaluation of language teaching policy in many European countries in the 1970s. Along with the determination of clarifying which foreign languages should be taught in the School System, what years languages should be introduced, and with what intensity, etc.
     • It was during this period that Communicative Language Teaching appears as a new direction for language teaching, and it attracted widespread interest and enthusiasm.

4. English for specific purposes (ESP)

   • It began as a response for various concerns. Such as to prepare non-English students for American and British universities from the 1950s. People needing English for business purposes. English for immigrants, for use of employment.
     • In ESP students students learn English by carrying out a particular role. Speaking was the most important skill, students didn't need to know the whole rules, instead the use of the language.
       • Needs analysis in ESP: an ESP approach starts with an analysis of the learners' needs. Different types of students have different language needs, and what they learn should be restricted to what they need. The content of ESP courses must be determined by: restiction, selection, themes and topics, and communicative needs.

5. Emergence of a curriculum approach in language teaching

   • Tyler in 1949 on his book stated that for curriculum development, must one to answer four questions. Which reduced would be: Aim and objectives, content, organization and evaluation.