CURRICULUM DESIGN TESOL 503 Hyekyoung Kim

Curriculum development process 1. Situation analysis 2. Needs analysis 3. Problematizing 4. Specifying goals 5. Conceptualizing a course syllabus 6. Selecting textbooks, materials, and resources 7. Assessment 8. Program evaluation

Case To offer four weeks summer short course in english(San Francisco State University) -45 students -age 18-24 -strict serious course in academic english Proficiency – high intermediate to advanced level 5days/week, 4-5hour/day Want to reisde in dormitories and eat meat there Excursions to various sights in San Francisco

Situation analysis 1. Educational setting : ►Institutional Framework ►Broad instructional goals ►Structure ►Physical condition(classroom) Resource(labs, computers, AV, materials) ►Learner 2. Class characteristics ►Homogeneity of learners ►Size of class ►Relationship to other

Situation analysis 3. Faculty characteristics ►Qualification of teachers ►Working condition(hours of teaching, support service) ►Collaboration among teachers. 4. Governance of course content ►Determine course content ►Extent of teacher to choose content or adapt content 5. Assesment and evaluation requirements ►Assessing students

Need analysis 1. Obejective needs : ►Analyzed through test data, questionnaire results, teacher reports. Observations. And interviews of teachers and students. ►Information : - demographic data on learners - needs expressed in terms of proficiency levels. - language skills to be addressed - what learners need to do in English

Need analysis 2. Subjective needs observation, opinions of experts. ►interview, questionnaire, perception, observation, opinions of experts. ►Information - learners’ attitudes toward the L2 and culture - expectations that students have of themselves and of the course - purpose - specific language skills that students wish to focus on - preferences(styles, strategies)

Problematizing ►Institutional requirements and conditions Anticipating impediments, issues, and other potential obstacles in advance →to prepare expected problems to save the untold hours of effort ►Institutional requirements and conditions ►Administrative authorities(approval, budget, space, staffing) ► Contradictions(between learners need and institutional constraints)

Problematizing ►Budgetary constraints(efficiency and accomplishing of goals) ►Faculty qualifications ►Conflicting expectations between administrators and teachers. ►Students assessment

Specifying goals 1.Goals 2. Objectives Rather broadly based aims and purposes in an educational context 2. Objectives Much more specific than goals in conception and context. Objectives usually refer to aims and purposes within the narrow context of a lesson or an activity within a lesson

Conceptualizing a course syllabus The elements of language curriculum (James Dean Brown) Page 7 Table 1.4 syllabus

Conceptualizing a course syllabus Syllabus provide a focus for what should be studied, along with a rationale for how that content should be selected and ordered. 1. Structural syllabus 2. Situational syllabus 3. Topical syllabus 4. Functional syllabus 5. Notional syllabus 6. Skills syllabus 7. Task syllabus

Selecting textbooks, materials, and resources Cunningsworth’s Guideline - They should correspond to learners’ needs. - They should match the aims and objectives of the language prgram - They should reflect the uses that learners will make of the language. - they should take account of students’ needs as learners and should facilitate their learning processes, withough dogmatically imposing a rigid method. - they should have a clear role as a support for lerning

Selecting textbooks, materials, and resources Five major categories to consider in choosing a textbook The elements of language curriculum (James Dean Brown) Page161 Table 5.6 Checklist for adopting textbook

assessment Four Categories - Proficiency decisions - Placement decisions - Achievement decisions - Diagnostic decisions Traditional periodic tests -quizzes, multiple-choice tests, fill-in-the-blank tests. Other test Alternatives techniques - in Journals, portfolios, conferences, obsevations, interviews, self-and peer-evaluation.

Three factors of evaluation Program evaluation Three factors of evaluation STUDENT TEACHER PROGRAM

Program evaluation

The elements of language curriculum Program evaluation The elements of language curriculum (James Dean Brown) Page 20 Table 1.2

Class setting EFL, 10 students, Church Education(Based on Sunday school), elementary school students(1~3grades) Bilingual teacher. Teachers English proficiency: speaking is native speakers’ level or advanced. English & Korean: mainly English is used in the class but, brake time or discussion or after class, they are allowed to speak Korean. This course takes 6months, one hour per week (24 hours) There are 22 stories in the text book (Old testament & New testament)

Case 1. Needs. 1. Problem at present - The bible has small letters for her - Difficult vocabulary 2. Priorities for the student to learn - Bible contents - English skills 3. Abilities at entry of target student - Communicate in English. 4. Attitude of target student - She is active in interview.

Case 2 Class setting 20-40 years old International English language learners ESL setting English conversation (speaking) One semester 4 month (16 weeks) Total 48 hours-3 hours/week  

Case 2. Needs Our target group needs to improve on their spe aking skills. ⇒ Because our target group, even though they have li ved here average 3 or 4 years, they still feel uncomfor table when they communicate with English speakers. Our target group needs to improved grammar s kills. ⇒ They need relevance of grammar instruction that c onnects grammar points with communication contexts . Our target group needs to improved daily vocab ulary words and idiomatic expressions. In conclusion, our target group needs to improv e communicative competence.