1. CURRICULUM DEVELOPMENT in FLT Prof. Dr. Aydan Ersöz

2. A curriculum is a statement that specifies the philosophy of an educational institution.

3. philosophy of language (an understanding of the nature of language) + philosophy of learning in general and language learning (an understanding of the nature of learning and language learning) + philosophy of teaching in general and language teaching (an understanding of the nature of teaching and language teaching)

4. A CURRICULUM covers 1. Goals and Objectives (which reflect an overall educational-cultural philosophy) 2. Syllabus (Content: What and when & Methods: How) 3. Evaluation and Assessment

5. What is language? Why do we communicate?

6. What is learning? How do people learn? What is language learning? How do people learn languages?

8. What is language learning? How do people learn languages?

9. What is teaching? What is language teaching?

11. Issues: 1) We want to change the curriculum without changing our understanding.

12. 2) We want to implement the CEFR without implementing its philosophy.

13. CEFROur Practice Process-orientedProduct-oriented AnalyticSynthetic Inductive Approach Deductive Approach IntegratedSegregated Procedural Knowledge Declarative Knowledge

14. CEFROur Practice CommunicativeStructural Skills-basedGrammar-based Task-basedExercise-based Active learners (forming their own learning) Passive learners (receiving information) Learner and learning-oriented Teacher-oriented ReflectiveHabitual

15. 3) We want «the imposed change» to be accepted by all parties involved (teachers, students, and parents) at once.

16. Raising social awareness Changing beliefs and attitudes before changing the curriculum Providing in-service training Providing continuous teacher coaching

17. Encouraging «observation and feedback» rather than «inspection» Promoting «reflection» and «critical thinking» in learning and teaching

18. 4) We employ people who do NOT have the necessary expertise in curriculum development, syllabus design, assessment or coursebook evaluation as decision-makers.

19. 5) We focus too much on teaching but not enough on learning or learners. (physical conditions, teacher behavior, learner motivation, learner autonomy, etc.)