What were we teaching? English for no specific purpose? 1950’s—English became popular in part because of media Need for practical command of language Focus had been on how and what people learned…not WHY people learned a new language

Audiolingual Method Remember this from studying a foreign language? Based on repetition Behaviorist approach

Communicative Language Teaching Method Focused on goals, nature, and processes of language teaching Needs-based Focus is on communicating and not on grammar Communicative competence—the ability one has to appropriately communicate in a given setting Still popular today

English for Specific Purposes ESP allows learner to have language skills in order to carry out a particular role/task. E.g. conversational, technical, medical, etc. Register Analysis—studies vocabulary/word forms used in particular field. What is being used. Discourse Analysis—studies units of organization. How language is used.

Curriculum Models 1950s—Tyler Model: need-> plan-> implement-> review Linear approach with evaluation at the end only 1970s-1980s—Nicholls Model: ends-means model because it is needs-based. 1980s—Munby Model: systems approach: linear and rule driven 1980s—Clark suggests using current curriculum as a point of departure and improving rather than recreating

Language Curriculum Development What procedures can be used to determine the content of a language program? What are learners’ needs? How can learners’ needs be determined? What contextual factors need to be considered in planning a language program? What is the nature of aims and objectives in teaching and how can these be developed? What factors are involved in planning the syllabus and the units of organization in a course? How can good teaching be provided in a program? What issues are involved in selecting, adapting, and designing instructional materials? How can one measure the effectiveness of a language program?

Curriculum Development Response to such inquiries as: What to learn and teach, how, when, to whom, with what, how to organize, evaluate and improve instruction Theoretical Bases: about language, culture system about nature of language about situational contexts about encode and decode behavior about language learning about the learner about language instruction Framework: Identification: program/needs/purpose/objectives Specification: the content of the program and main components (linguistic, culture, semantic, etc.) Characterization: Lessons/units, subunits, learning difficulty& skill levels Categorization: learning tasks/activities Distributions: space content components in grades/sequence Arrangement: different content strands into learning segments Assessment and evaluation: related to objectives

Systematic Approach To Designing & Maintaining Language Curriculum

INTERFACE OF TEACHING & CURRICULUM ACTIVITIES

Curriculum Development Process Program Identification Administrative considerations Instructional considerations Needs Assessment Language/Content Logistical considerations Psychosocial considerations Learning Objectives Language/content Program Design Performance level Units Lesson plan Description Function Structure Activities Methodology Materials Method Approach Design Procedure Evaluation (Adapted from Richards, 1995)

A Curriculum Framework for Participatory ESL Education Discuss and analyze trigger: Picture, tape, text, object, poem Read other texts, write your own, synthesize orally Evaluate: write/read reports discuss, analyze reassess needs Learners’ experience Reflect Compare Popular Education Principles Act Analyze Critical thinking Identify extra Information needed Discuss underlying causes Participating skills: Speaking-- Negotiating Chairing meetings Handling conflict Writing—letters minutes Input Get information: listening , questioning Read numeracy, graphs, statistics role play, access skills (Adapted from Caroline Kewrfoot, 1994)