ELC Curriculum Development: A proposal for four-year General English program November 18, 2005

From linear toward three-level curriculum structure Curriculum development strategy Syllabus design Classroom implementation

Major changes CD strategy: process-oriented behavioral goals Syllabus design: analytic principles In/outside classroom work: implementation of goal-directed interaction

Process-oriented CD strategy Aims: self-study skills, use of English in real-world tasks Goals: 3 behavioral and 8 proficiency levels Constraints: time budget and possible processes Definition of appropriate content unit Organizing principles Definition of ‘good’ materials Expectations, participation, values Developmental strategy (6 areas and diffusion)

Analytic principles of syllabus design Implementation of organizing principles for content and materials Task as the central unit of syllabus and content analysis Negotiated focus of attention resources Eight proficiency levels to define the range of expected learning outcomes

Goal-directed in/outside classroom interaction Task-directed negotiation of meaning (resources, objectives, focus, etc.) Joint materials development process = PL + Specs + learners’ abilities and expectations Course evaluation: 3 realistic, appropriate, observable process-oriented (behavioral) goals

What CD work is NOT about What skills and lexico-grammatical elements should be taught With what instructional materials What the teacher CAN do Monday morning How students should be assessed

From linear toward three-level curriculum structure Curriculum development strategy Syllabus design Classroom implementation

Major changes CD strategy: process-oriented behavioral goals Syllabus design: analytic principles In/outside classroom work: implementation of goal-directed interaction

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