Components of SLE Curriculum Development: Options and Choices lecture 3
Curriculum development lecture
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Transcript of Curriculum development lecture
THE ORIGINS
OF
LANGUAGE
CURRICULUM
DEVELOPMENT
1/ INTRODUCTION -HISTORICAL BACKGROUND
2/ VOCABULARY SELECTION
3/ GRAMMAR SELECTION AND GRADATION
4/ ASSUMPTIONS
CONTENTS :
LANGUAGE CURRICULUM DEVELOPMENT
• Is an aspect of a broader field of educational activity known as curriculum development or curriculum studies.
• Curriculum development focuses on determining what knowledge, skills, and values students learn in schools or educational systems can be planned, measured and evaluated.
LANGUAGE CURRICULUM DEVELOPMENT
• It refers to the field of applied linguistics that addresses these issues. It describes the interrelated set of processes that focuses on designing, revising, implementing and evaluating language program.
SYLLABUS
DESIGN
- An aspect of
curriculum
development
- A specification of
content of course
instructions and lists
of what to be taught
and tested
- Began much earlier
than curriculum
development
CURRICULUM
DEVELOPMENT
- A set of processes:
Determine the needs of
the learners
Develop the aims and
objectives to address
those needs
Determine an
appropriate syllabus
design
Carry out an evaluation
of the program
- Began in 1960s
A syllabus is a specification of the
content of a course of instruction and
lists what will be taught and tested.
Thus, the syllabus for a speaking
course might specify what kinds of
oral skills that will be taught and
practiced during the course, the
functions, topics, or other aspects of
conversations that will be taught, and
the order in which they will appear in
the course.
Syllabus design is the process of
developing a syllabus.
Curriculum Development is more
comprehensive process than syllabus
design. It includes the processes that are
used to determine the needs of a group of
learners, to develop aims or objectives for
a program to address those needs, to
determine the appropriate syllabus,
course structure, teaching methods, and
materials, to carry out an evaluation of the
language program that result from these
processes.
Teaching methods in 19th – 20th
century
Grammar Translation Method (1800 - 1900)Direct Method (1890 - 1930)Structural Method (1930 - 1960) Reading Method (1920 - 1950)Audio-lingual Method (1950 - 1970)Situational Method (1950 - 1970)Communicative Approach (1970 -present)
Teaching methods in 19th – 20th century
Grammar Translation Method (1800 - 1900)The grammar-translation method is a method of teaching foreign languages derived from the classical (sometimes called traditional) method of teaching Greek and Latin. In grammar-translation classes, students learn grammatical rules and then apply those rules by translating sentences between the target language and their native language. Advanced students may be required to translate whole texts word-for-word. The method has two main goals: to enable students to read and translateliterature written in the target language, and to further students’ general intellectual development
Teaching methods in 19th – 20th century
Direct Method (1890 - 1930)The direct method of teaching was developed as a response to the Grammar-Translation method. It sought to immerse the learner in the same way as when a first language is learnt. All teaching is done in the target language, grammar is taught inductively, there is a focus on speaking and listening, and only useful ‘everyday' language is taught. The weakness in the Direct Method is its assumption that a second language can be learnt in exactly the same way as a first, when in fact the conditions under which a second language is learnt are very different.
Teaching methods in 19th – 20th century
Direct Method (1890 - 1930)
Example
The teacher explains new vocabulary using
realia, visual aids or demonstrations.
In the classroom
Aspects of the Direct Method are still evident in
many ELT classrooms, such as the emphasis on
listening and speaking, the use of the target
language for all class instructions, and the use
of visuals and realia to illustrate meaning.
Teaching methods in 19th – 20th centuryAudio-lingual Method (1950 - 1970)
The audio-lingual method was developed in the USA around World
War II when governments realized that they needed more people
who could conduct conversations fluently in a variety of languages,
work as interpreters, code-room assistants, and translators.
However, since foreign language instruction in that country was
heavily focused on reading instruction, no textbooks, other materials
or courses existed at the time, so new methods and materials had to
be devised. For example, the U.S. Army Specialized Training
Program created intensive programs based on the techniques
Leonard Bloomfield and other linguists devised for Native American
languages, where students interacted intensively with native
speakers and a linguist in guided conversations designed to decode
its basic grammar and learn the vocabulary. This "informant method"
had great success with its small class sizes and motivated learners
Situational Method (1950 - 1970)The oral approach or situational method was developed from the 1930s to the 1960s by British applied linguists such as Harold Palmer and A.S. Hornsby.It was discovered that languages have a core basic vocabulary of about 2,000 words that occurred frequently in written texts, and it was assumed that mastery of these would greatly aid reading comprehension. Parallel to this was the notion of "grammar control", emphasizing the sentence patterns most-commonly found in spoken conversation.
Communicative Approach (1970 - present)
Communicative language teaching(CLT), also known as the Communicative Approach, emphasizes interaction as both the means and the ultimate goal of learning a language. Despite a number of criticisms[15] it continues to be popular, particularly in Europe, where constructivist views on language learning and education in general dominate academic discourse. Although the 'Communicative Language Teaching' is not so much a method on its own as it is an approach.
Principles of Structural Method (Palmer, 1922)
Initial preparationHabit-formingAccuracyGradationProportionConcretenessInterestOrder of progressionMultiple line of approach
Principles of Structural Method (Palmer, 1922)
Initial preparation- orienting the students towards language learning.Habit- forming- establishing correct habits.Accuracy- avoiding inaccurate languageGradation- each stage prepares the student for the next. Proportion- each aspect of language given emphasis.
Principles of Structural Method (Palmer, 1922)
Concreteness- movement from the abstract to concrete.Interest- arousing student’s interest at all times.Order of progression- hearing before speaking, and both before writing.Multiple line approach- many different ways used to teach the language.
Structural Method (Palmer, 1922)The content and syllabus underlying.
Determining the vocabulary and grammatical
content of a language course—selection and
gradation.
Is it possible to teach the whole of the
language?
Two aspects of Selection
Vocabulary selection
Grammar selection
Native speakers
-So MANY
-Limited time
What words should be taught in
a second language?
(Richards, 2001, pp. 5)
17,000words
Vocabulary Selection
Choose randomly Unreliable result
Ex1: Teaching Cantonese (Li and Richards 1995)
Words occurring in one book 1,141 words 63.4%
Words occurring in two books 313 words 17.4%
Words occurring in three books 155 words 8.6%
Words occurring in four books 114 words 6.3%
Words occurring in five books 77 words 4.3%
Football players
generally begin
as amateurs
and the best
players
progress to
become
professional
players.
Normally they
start at the first
youth team
(any local team)
and from there.
David became
the World's
number 1
female squash
player in
January 2006
at the age of
23 to become
the first
Malaysian and
the first Asian
woman to be
ranked World
number 1 in
the sport.
Count
the same
words in
2 texts
Football players
generally begin
as amateurs
and the best
players
progress to
become
professional
players.
Normally they
start at the first
youth team
(any local team)
and from there.
David became
the World's
number 1
female squash
player in
January 2006
at the age of
23 to become
the first
Malaysian and
the first Asian
woman to be
ranked World
number 1 in
the sport.
Choose
words in
the
highest
frequenc
y
In a …… match, the player is ……… by the
……….. if his hand touches the ball in the
………. area .
17 words 80%
20% 4 words
In a soccer match, the player is penalized
by the referee if his hand touches the ball in
the penalty area .
Vocabulary Selection
MEANING
21 words
SPORTS SCIENCEMAGAZIN
EPOETRY
AND
SO
ON….
WIDE RANGE OF DIFFERENT LANGUAGE
SAMPLES
FIND OUT COMMON
VOCABULARY
The
highest
Frequenc
y
Wide range of
different
language
samples
The most useful
vocabulary
The
needs
of
learner
s
Vocabulary Selection
Other Criteria for Determining
Word Lists (Besides Frequency)
Teachability
Similarity
Availability
Coverage
Defining Power
(Richards, 2001, pp. 8)
IN AN INTRODUCTORY
LANGUAGE COURSE
3. Availabitity Black board
teacher
homework
CLASSROO
M
studentschalk
chefwaiter menu customer cashier
bill
RESTAURAN
T
5. Defining Power
A piece of furniture for one person to sit on,
with a back, a seat and four legs ……… .
A long comfortable seat with a back and arms,
for two or more people to sit on …………
A long seat for two or more people, usually
made of wood ………..
5. Defining Power
A piece of furniture for one person to sit on, with
a back, a seat and four legs chair
A long comfortable seat with a back and arms,
for two or more people to sit on sofa
A long seat for two or more people, usually
made of wood bench
5. Defining Power
A piece of furniture for one person to sit on,
with a back, a seat and four legs a chair
A long comfortable seat with a back and
arms, for two or more people to sit on sofa
A long seat for two or more people, usually
made of wood bench
Other Criteria for Determining
Word Lists (Besides Frequency)
Teachability
Similarity
Availability
Coverage
Defining Power
(Richards, 2001, pp. 8)
IN AN INTRODUCTORY
LANGUAGE COURSE
Vocabulary selection DEPENDS
ON :
The highest frequency
Wide range of different topics
Other criteria in an introductory
course
The needs of target learners
ASKING PERMISSION ?
Please let me use …Do you mind if I use…Is it all right to use …Do you mind me using…Would you mind me using…Would you permit me to use…Would you be so kind as to allow me to use …Would it be possible for me to use…Would you be so kind as to allowme to use..
Grammar Selection & Gradation
HOW WE CAN DETERMINE
What kinds of sentences
structures would be useful to
teach?
Teaching method
Items of purposes and
Materials
Available time of
teaching
Simplicity & CentralityFrequencyLearnability
Suggested principles for developing grammatical syllabus
Suggested principles for developing grammatical syllabus
Simplicity & Centrality: basic simple and central structure of language.
S + V—She runs.S + V + Complement—He is a teacher.S + V + Adverb—The boy plays outsideS + V + Object + Adverb—I put the book in the bag.
Suggested principles for developing grammatical syllabus
Frequency: frequency of occurrence in conversational language( not of grammatical items in texts) (McCarthy & Carter, 1995)
Subject and verb ellipsis—Let’s goTails—And you? Reporting verbs—I was telling…
Suggested principles for developing grammatical syllabus
Learnability: order in which grammatical items are occupied in second language.
Ex5: Interview of ESL (Dulay & Burt, 1973 & 1974)
1. Nouns2. Verbs3. Adjectives4. Verb be5. Possessive pronouns6. Personal pronouns7. Adverse of time8. Requests9. Simple present10. Futures
11. Wh-Qs12. Present continuous13. Directions14. Possessive adjective15. Comparatives16. Offers17. Simple future18. Simple past19. Infinitives/gerunds20. First conditional
The approaches to gradation
Linguistic :structures similar to those in native language should be taught first .
I love you
I am a doctor
I want to buy a dress
Intrinsic difficulty: simple structures taught before complex one. He taught me a lesson
The lesson (which) he taught me is very valuable
I love that girl
The girl who I love is the most beautiful one in my class
The approaches to gradation
Communicative need: despite difficulty, somestructures are needed early on in acquisition.
• I went on holiday in Da Lat last summer.• Thank you! I had breakfast.• He failed the exam.
Frequency: occurrence in the target language but if something easy to demonstrate and practice in a classroom context.
• What are you doing?• I am writing.• He is reading.• They are talking to each other.
Gradation approaches
Sequencing of gradation
Linear gradation: introduce one at a time and practiced intensively before moving on
Cyclical /Spiral gradation: Repetition, old to new, items reintroduce throughout course
Assumption underlying early
approaches to Syllabus Design
The basic units of language are
Vocabulary and Grammar.
Learners everywhere have the same
needs.
Language learners’ needs are unique.
Process of learning a language is largely
determined by the textbook.
The context of teaching is English as a
foreign language
1. The basic units of language are
Vocabulary and Grammar
Teaching of English largely through its
vocabulary and grammar.
These were seen as the main building blocks
of language development.
The focus was on
“general” English.
Core vocabulary + grammatical
syllabus
The basic for almost all language course
2. Learners have the same needs
3. Learner’s needs are
identified exclusively in terms
of language needs
Teaching English is to teach English
Not to teach to solve their problem thru
English
4. The process of learning a
language is largely determined
by the textbook.
Selection Gradation
Control the
content of the
textbook
5. The context of teaching is
English as a foreign language.
Students study English as a formal subject
but they have no immediate need to use it
outside of the classroom
Classroom and textbook provided the primary
input to the language learning process.
Goal of syllabus developer was to simplify
and rationalize the input as far as possible
thru process of selection and gradation.
References Richards, J. C. (2002). The Origins of
Language Curriculum Development. In
Richards, J.D. (2002) Curriculum
development in language teaching .
Cambridge: Cambridge University Press (pp.
1-22).
Google Images (n.d.). Retrieved from
http://www.google.com/imghp?hl
Discussio
n
Questions
List 5 words that you believe to be
absolutely necessary for an ELL to learn.
Why have you chosen these five words?
If you could chose 5 more words what would
they be? Why did you leave these words off
your first list?