1. 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

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

3. 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

4. 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.

5. 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

6. 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?

7. 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

8. Systematic Approach To Designing & Maintaining Language Curriculum

9. INTERFACE OF TEACHING & CURRICULUM ACTIVITIES

10. 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)

11. 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)