REFERENCES    Curriculum  development  in  language  teaching    

Jack.  C.  Richards    

Designing  language  courses    Kathleen  Graves  

 DISCIPLINE  

 Curriculum  and  Material  Design    Designed  by  Diana  Univio  

 

LANGUAGE  CURRICULUM  DEVELOPMENT  DEALS  WITH  THE  

FOLLOWING  QUESTIONS    � What  procedures  can  be  used  to  determine  de  content  of  a  language  program?    

� What  are  learners´needs?    � How  can  learners´needs  be  determined?    � What   contextual   factors   need   to   be  consider  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   syl labus   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  dessigning   instructional  materials?  

� H ow   c a n   o n e   m e a s u r e   t h e  effectiveness  of  a  language  program?    

CURRICULUM    “Curriculum   development   focuses   on   determining  what  knowledge,  skills,    and  values  students  learn   in   schools,   what   experiences   should   be  provided   to   bring   about   intended   learning  outcomes,  and  how  teaching  and  learning  in  schools  or   educational   systems  can  be  planned,  measured,  and  evaluated”.    

                                                                                                                       JACK  C.  RICHARDS.    

INTERRELATED  SET  OF  

PROCESSES    

DESIGNING  

REVISING    

EVALUATING    

IMPLEMENTING    

SYLLABUS  VS  CURRICULUM  SYLLABUS    

CURRICULUM    

�  Specification  of  the  content  of  a  course  of  instruction  and  lists   what   will   taught   and  tested.      

�  More  comprehensive  process  than  syllabus  design.    �  Curriculum  includes   the  processes   that  are  used  to  determine  the  needs  of  a  group  of  learners,  to  develop  aims  to  objectives  for  a  program  to  address  those  needs.    

�  Determine  an  appropriate  syllabus,  course  structure,  teaching  methods,   materials,   and   to   carry   out   an   evaluation   of   the  language  programs  that  results  from  the  processes.    

COURSE  DESIGN    � What  is  the  level  of  the  students?    � How  long  is  the  course?    � Where  is  the  course  taking  place?    

COURSE  DESIGN  IS  A  GROUNDED  PROCESS.      “When   you   design   a   course,   you   design   it   for   a  specific  group  of  people,   in  a  spedific  setting,   for  a  specific   amount   of   time;   in   short,   for     a   specific  context”.              

                                                             KATHLEEN  GRAVES    

 

COURSE  DESIGN                                                                                                                                        KATHLEEN  GRAVES    

COURSE  DESIGN    

ASSESSING  NEEDS    

ARTICULATING  BELIEFS    

DEVELOPING  MATERIALS    

FORMULATING  GOALS  AND  OBJECTIVES    

DEFINING  THE  

CONTEXT    

DESIGNING  AN  

ASSESSMENT  PLAN    

ORGANIZING  THE  COURSE    

CONCEPTUALIZING  CONTENT    

NO  HIERARCHY  IN  THE  PROCESSES  NO  SEQUENCE  IN  THEIR  ACCOMPLISHMENT