1. CHAPTER 4 – A CURRICULUM DEVELOPED ON COMMUNCATIVE GOALS
EDU 402 SYLLABUS DESIGN
CHAPTER 4 – A CURRICULUM DEVELOPED ON COMMUNCATIVE GOALS

2. COMMUNICATIVE CURRICULUM – THEORETICAL VIEWS
Cognitive-based views on the nature of language learning
Humanistic view of education
Sociocultural views on the nature of language
COMMUNICATIVE CURRICULUM – THEORETICAL VIEWS

3. SOCIOCULTURAL VIEWS OF THE NATURE OF LANGUAGE
Language is inseparable from its sociocultural context
Developing communicative competence – knowing not only the language form or code but what to say, to whom, and how to say it appropriately
Deals with the social and cultural knowledge
SOCIOCULTURAL VIEWS OF THE NATURE OF LANGUAGE

4. COGNITIVE BASE VIEW OF LANGUAGE LEARNING
Concerns itself with individual differences and learning styles
COGNITIVE BASE
STRATEGIES AND TACTICS
CONTEXT EMBED, CONTEXT REDUCED
HOLISTIC APPROACH
LEARNERS ERRORS
COGNITIVE BASE VIEW OF LANGUAGE LEARNING

5. STRATEGIES AND TACTICS
MC LAUGHLIN (1982) – distinguishes ‘acquisition heuristics’ – universal processes and ‘operating procedures’ – individual
SELIGER (1983) – distinguishes ‘tactics’ and ‘strategies’
STRATEGIES – superordinate, abstract, constant, long-term. May not be obvious to learners.
TACTICS – individually unique, specially suited tactics to cope with learning tasks. Short-term.
STRATEGIES AND TACTICS

6. CONTEXT EMBEDDED AND CONTEXT REDUCED
2ND LANGUAGE LEARNING IN NATURAL ENVIRONMENT OR LEARNING IT AS A SCHOOL SUBJECT?
CUMMINS (1981) – interdependence hypothesis. 2nd language proficiency in school setting is predictable. Depends largely on previous learning of literacy-related functions (CALP) which require context reduced use of language.
BICS – basic interpersonal communicative skills are more relevant to natural settings
CONTEXT EMBEDDED AND CONTEXT REDUCED

7. CONTEXT EMBEDDED AND CONTEXT REDUCED
CONTEXT EMBEDDED – rely on various non-linguistic elements which help support meaning
CONTEXT REDUCED – rely much on linguistic clues
Need to distinguish language used in everyday, face-to-face where fluency and communication are central. School settings can be more cognitively demanding
CONTEXT EMBEDDED AND CONTEXT REDUCED

8. UNDERLYING PRINCIPLES
Consider learners’ proficiency level and development
In developing tasks, give attention to cognitive ability. Presented in graded sequence.
In developing activities, guide learners from context embedded to context reduced
In planning the overall course, incorporate fluency-oriented work and accuracy work to result in cognitive and academic language proficiency
UNDERLYING PRINCIPLES

9. THE HOLISTIC APPROACH TO LANGUAGE LEARNING
BEHAVIORISTIC PSYCHOLOGY – positive behavior enforced, negative behavior rejected, focus on accuracy, ignores cognitive process, overlooks personality traits
HOLISTIC APPROACH – based on Maslow’s humanistic psychology. Shift from accuracy and form to appropriateness and meaning. Perception, motivation, and theoretical deductivity are emphasized
THE HOLISTIC APPROACH TO LANGUAGE LEARNING

10. LEARNERS’ ERRORS In 1960’s – learners error were avoided
Today – errors are integral in language learning
1. to what extent do errors reflect transfer of L1 into L2?
2. to what extent do they exhibit universal characteristics of developmental features?
LEARNERS’ ERRORS RESULT FROM HYPOTHESIS TESTING?
LEARNERS’ ERRORS

11. FUNDAMENTALS OF A HUMANISTIC CURRICULUM
Fosters sharing of control, negotiation, joint responsibility by co-participants
Stresses thinking, feelings, actions
Attempts to relate subject matter to learners’ basic needs and lives
To develop the whole person within a society
FUNDAMENTALS OF A HUMANISTIC CURRICULUM

12. HUMANISTIC CURRICULUM IN A LANGUAGE PROGRAM
Emphasis is placed in meaningful communication, authentic texts, communicative tasks, outcomes negotiated
Learner is the focal point, respect for the individual
Learning is a self-realization experience
Other learners provide support
Teacher as facilitator
Learner’s L1 is viewed as a useful aid for understanding and formulating hypotheses about the target language
HUMANISTIC CURRICULUM IN A LANGUAGE PROGRAM