Course Overview
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Course Synopsis
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Curriculum design involves the integration of knowledge of many areas of the field of applied linguistics; these may include language accusation research, teaching methodology, assessment, language description and materials production. In many ways study of curriculum design is central to the study of applied linguistics. Combining sound research/theory with state-of-the-art practice, Language Curriculum Deign (LCD) is widely applicable to ESL/EFL language education courses all around the worlds.
The course ‘Language Curriculum Design (Eng519)’ presents an approach to the teaching-learning process that sees successful language as being dependent upon the activities of curriculum development, that is, the use of a variety of planning and implementation processes involved in developing or renewing a language program. These processes include determining learners'''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''' needs, analysis of the context for the program and consideration of the impact of the contextual factors, planning of learning outcomes, organization of a course or a set of teaching materials, selection and preparation of teaching materials, provision for and maintenance of effective teaching, and evaluation of the program. These elements constitute a set of interrelated elements, and their nature and function form the focus of this course.
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Course Learning Outcomes
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At the end of the course, students will be able to:
- understand how different language teaching methods influence on approaches towards curriculum design.
- learn about the historical role of Communicative Language Teaching (CLT) in curriculum development.
- recognize the effects of teacher factors on curriculum design.
- know about the significance of planning goals and learning outcomes for curriculum design.
- learn about the different dimensions of language course development.
- identify the significance of goals, content and sequencing in language curriculum design.
- assess the role of organizational factors in providing quality language curriculum.
- learn how to plan a course for in-service teachers to implement language curriculum change.
- differentiate among various aspects of English language curriculum.
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Course Calendar
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Week 01
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4
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Historical Perspective of Language Teaching Methods
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5
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Historical Role of Vocabulary Selection
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6
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Early Approaches and Goals
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7
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Early Procedures of Vocabulary Selection
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8
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Historical Background to Grammar Selection and Gradation
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9
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Application of Principles of Selection and Gradation
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10
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Approaches to Gradation
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11
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Assumptions Underlying Early Approaches to Syllabus Design
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12
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The Quest for New Methods
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13
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Re-Evaluation of Teaching Methods and its Influence on Language Curriculum Development
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14
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The Role of English for ESP
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15
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Register Analysis and Discourse Analysis
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Week 02
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16
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Historical Overview of Needs Analysis Within ESP Movement
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18
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The Influence of Communicative Language Teaching (CLT)
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19
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Emergence of a Curriculum Approach in Language Teaching
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20
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Introduction to Situation/Environment Analysis
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21
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Example of Social and Political Factors Involved in Situation Analysis
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22
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Example of Economic Factors Involved in Situation Analysis
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28
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Exemplification of Environment Analysis
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29
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Environment Constraints
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30
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Understanding the Constraints
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31
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Steps in Environment Analysis
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Quiz I
Week 03
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32
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Introduction to Needs Analysis
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33
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The Purposes of Needs Analysis
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35
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The Users of Needs Analysis
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37
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Administering the Needs Analysis
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38
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Procedures for Conducting Needs Analysis
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39
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Task Analysis and Case Studies
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40
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Designing the Needs Analysis
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41
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Making Use of the Information Obtained
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42
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Evaluating Needs analysis
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43
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Example in Needs Analysis
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44
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Issues in Needs Analysis
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45
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Introduction to Twenty Principles-I
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46
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Introduction to Twenty Principles-II
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47
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First Group of Twenty Principles: Content and Sequencing (Principle 1-2)
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48
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First Group of Twenty Principles: Content and Sequencing (Principle 3-4)
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49
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First Group of Twenty Principles: Content and Sequencing (Principle -5-6)
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50
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First Group of Twenty Principles: Content and Sequencing (Principle 7-8)
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Week 04
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51
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Second Group of Twenty Principles: Format and Presentation (Principle 1-2)
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52
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Second Group of Twenty Principles: Format and Presentation (Principle 3)
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53
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Second Group of Twenty Principles: Format and Presentation (Principle 4)
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54
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Second Group of Twenty Principles: Format and Presentation (Principle 5-6)
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55
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Second Group of Twenty Principles: Format and Presentation (Principle 7-8)
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56
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Second Group of Twenty Principles: Format and Presentation (Principle 9-10)
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57
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Third Group of Twenty Principles: Monitoring and Assessment (Principles 1-2)
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58
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Using the List of Principles
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Week 05
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59
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Planning Goals and Learning Outcomes
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60
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The Ideology of the Curriculum: Academic Rationalization
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61
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The Ideology of the Curriculum: Social and Economic Efficiency
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62
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The Ideology of The Curriculum: Learner Centeredness
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63
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The Ideology of the Curriculum Social Constructionism and Cultural Pluralism
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64
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Stating Curriculum Outcomes: Aims
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65
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Stating Curriculum Outcomes: Objectives-I
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66
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Stating Curriculum Outcomes: Objectives-II
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67
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Criticisms on the Use of Objectives
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68
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Competency-Based Program Outcomes and the Nature Of Competencies
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69
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Criticism on the Use of Competencies
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71
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on-language Outcomes and Process Objectives
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Week 06
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72
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Course Planning and Syllabus Design: The Course Rationale
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73
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Describing the Entry and Exit Level
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74
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Choosing Course Content
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75
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Determining the Scope and Sequence
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76
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Planning the Course Structure
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77
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Planning the Course Structure: Lexical and Situational Syllabus
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78
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Planning the Course Structure: Topical and Competency Based Syllabus
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79
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Planning the Course Structure: Text-Based and Integrated Syllabus
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80
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Developing Instructional Blocks
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81
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Preparing the Scope and Sequence Plan
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Assignment
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82
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Goals, Content and Sequencing: Introduction
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83
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The Units of Progression in the Course and their Significance
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84
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The Units of Progression in the Course and their Significance: Grammar Functions
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85
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The Units of Progression in the Course and their Significance; Discourse, Skills, Sub-Skills and Strategies
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86
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The Units of Progression in the Course and their Significance: Ideas
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88
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Sequencing the Content in a Course: A Linear Approach
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89
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Sequencing the Content in a Course: A Modular Approach
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90
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Format and other Parts of the Curriculum Design Process
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91
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Guidelines for Deciding on a Format
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92
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The Four Strands: Meaning Focused Input and Meaning Focused Output
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93
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The Four Strands: Language Focused Learning and Fluency Development
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94
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Activities and Conditions for four Strands: Busy Work and Comprehension Questions
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95
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Following a Set Format
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97
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Techniques and Activities
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98
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Tasks and Presentation
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Week 07
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99
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Providing for Effective Teaching: The Organizational Factors
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100
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The Organizational Factors: Quality Indicators in an Institution
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101
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The Organizational Factors: A Sense of Mission and a Strategic Plan
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102
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The Organizational Factors: Quality Assurance Mechanisms, a Sound Curriculum and Flexible Organizational Framework
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103
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Organizational Factors: Good Internal Communications
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104
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The Organizational Factors: The Teaching Context
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106
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The Teachers: Qualifications
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108
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The Teaching Process: Teaching Models
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109
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The Teaching Process: Teaching Principles
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110
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Maintaining Good Teaching
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111
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Self-Study of the Program
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Quiz II
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113
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Curriculum Design and Instructional Materials: Introduction
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114
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Role of Instructional Materials
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115
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Authentic Versus Created Materials
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118
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Criteria for Textbook Evaluation
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120
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Course Book, Learners and Teacher
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Mid Term Exams
Week 08
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121
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Preparing Materials for a Program: Advantages and Disadvantages
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122
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The Nature of Materials Development
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123
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Decisions in Materials Design
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124
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Selecting Exercise Types
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125
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Managing a Materials Writing Project
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126
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Monitoring the Use of Materials
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127
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Role of Materials in Language Classroom
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128
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Preplanned Materials – Usefulness
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129
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Effective Teachings Materials
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130
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Adopting and Adapting an Existing Course Book
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131
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Using Source Books Instead of Course Books
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132
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Evaluating a Course Book
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133
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Evaluating the Evaluation Forms
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135
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Doing Curriculum Design
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137
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The Process of Curriculum Design
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138
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The Process of Curriculum Design: A Focused Opportunistic Approach
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139
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Deciding on an Approach
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Week 09
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140
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Introduction to Curriculum Approaches in Language Teaching
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141
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Input, Process and the Curriculum
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143
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Forward Design: Word Lists, Grammar Syllabus, Corpora and Discourse Analysis
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144
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Forward Design: Syllabus and Methodology
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145
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Implementing a Forward Design Curriculum
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147
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Central Design in Language Teaching
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148
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Implementing a Central Design
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150
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Significance of Needs Analysis within Backward Design Approach
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151
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Competency-Based Instruction within Backward Design Approach I
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152
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Competency-Based Instruction within Backward Design Approach II
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153
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Subject-Centered Design
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154
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Learner-Centered Design
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155
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ELT Curriculum: A Flexible Model for a Changing World
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156
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ELT Curriculum: Content Model
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157
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ELT Curriculum: Objectives Model
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158
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ELT Curriculum: Process Model
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159
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ELT Curriculum: New Pragmatism
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160
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Tyler’s and Wheeler’s Models
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Week 10
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165
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Functional/Notional Syllabus
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167
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Content based Syllabus
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168
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Task-based Syllabus II
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169
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Lexical and Cultural Syllabi
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170
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Introduction to Negotiated Syllabus
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171
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An Example of a Negotiated Syllabus
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172
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Requirements for a Negotiated Syllabus
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173
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Syllabuses With some Elements Negotiated
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174
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Negotiating Assessment
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175
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Disadvantages and Advantages of a Negotiated Syllabus
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Quiz III
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176
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Appropriate Design Internal Organization of Course Units
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177
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Appropriate Design: Feeding and Bleeding of Course Units
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178
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Appropriate Design: Sequences of Activities in Course Units
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179
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Appropriate Design: Criticism on Materials
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180
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Appropriate Design: Coherence of Course Units
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181
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Beyond Language Learning: Perspectives on Materials Design: Introduction
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182
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Beyond Language Learning: Perspectives on Materials Design Input and Uptake by Learners
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Week 11
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183
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Beyond Language Learning: Perspectives on Materials Design: General Knowledge
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184
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Beyond Language Learning: Subject Knowledge
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185
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Beyond Language Learning: Views about Language Learning
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186
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Beyond Language Learning: Role Relations, Opportunities, Values and Attitudes
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187
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Beyond Language Learning: Notion of Going beyond Language Learning
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188
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Hidden Curriculum – Definitions
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189
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Hidden Curriculum in Terms of Teachers and Learners
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190
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Language Teachers Coping with the Hidden Curriculum
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191
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Hidden Agendas: Role of Learner in Program Implementation
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192
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Hidden Agendas: Practical Implications
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193
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Evaluation Cycle for Language Learning Tasks: Introduction
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194
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Evaluation Cycle for Language Tasks
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196
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Seeing the Wood and the Trees: Thoughts on LT Analysis Introduction
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197
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Limitations of Classroom Research
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198
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Theoretical Framework
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199
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Classroom Implementation
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Week 12
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200
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The Role of Testing in Language Curriculum Design
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201
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Characteristics of Tests
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202
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Testing to Establish the Best Course
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203
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Guidelines for Monitoring and Assessment
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204
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Types of Monitoring and Assessment
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206
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Observation of Learning
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207
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Short-term Achievement Assessment
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208
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Diagnostic Assessment
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209
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Achievement Assessment
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210
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Proficiency Assessment
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211
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Good Assessment: Reliability, Validity And Practicality
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GDB
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212
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What is an Evaluation?
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213
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Purpose and Audience of the Evaluation
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214
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The Type and the Focus of the Evaluation
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215
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Gaining Support for the Evaluation
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Week 13
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216
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Gathering the Information
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217
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Formative Evaluation as Part of a Course
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218
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Illuminative Evaluation
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220
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Issues in Program Evaluation
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221
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The Results of an Evaluation
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222
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Language Program Evaluation: Significance
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223
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Language Program Evaluation: Approaches
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224
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Language Program Evaluation: Dimensions
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225
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Mastery Decisions in Program Evaluation: Student Performance
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226
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Epistemological, Ethical and Technical Issues
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228
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Tailoring the Evaluation to Fit the Context: Significance
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229
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Tailoring the Evaluation to Fit the Context: Principles
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230
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Tailoring the Evaluation to Fit the Context: Selecting and Developing Instruments
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Week 14
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232
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Steps in Introducing Change
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233
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Seeing the Need for Change and Deciding on the Size of the Change
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236
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Using a Variety of Change Strategies
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237
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Innovation, Management and Long-Term Support
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Quiz IV
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238
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Introduction and Significance
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239
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Features of an Effective Workshop
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240
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Procedures and Activities for Reaching the Goals
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241
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Understanding and Remembering Ideas
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242
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Experiencing and Evaluating
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244
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Planning Lessons and Units of Work
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245
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Sequencing the Components of a Workshop
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247
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Integrating Internet-Based Materials Into Language Curriculum: Introduction
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248
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Developing Internet-Based Lessons: Towards a Sound Pedagogical Rationale and Design
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249
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Strengths and Challenges in Integrating Internet-Based Materials
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250
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Instructional Guidelines
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251
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What can the World Wide Web Offer ESL Teachers: Introduction
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252
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What Can WWW Offer ESL Teachers
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253
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Advantages of Electronic Medium over Print
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254
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Templates for Interactive Exercises
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Week 15
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255
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Background to English Language Curriculum Policies in Pakistan
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256
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Evaluation of the Pakistani National English Language Curriculum 2006: Grades I-XII – Introduction
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257
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Evaluation of the Pakistani National English Language Curriculum 2006: Grades I-XII - Content And Approach
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258
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Evaluation of the Pakistani National English Language Curriculum 2006: Grades I-XII - The Textbooks and the Curriculum
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259
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Evaluation of the Pakistani National English Language Curriculum 2006: Grades I-XII - The Target Learners and the Teaching Context
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260
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Review of the Reading Goals in the National Curriculum of English Language in Pakistan
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261
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Critical Analysis of English Language Curriculum, Textbooks and Materials Design
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262
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Teaching and Curriculum Design: Introduction
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266
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Content and Sequencing
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267
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Format and Presentation
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268
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Monitoring and Assessment
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270
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Curriculum Design and Learner Autonomy
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Final Term Exams
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