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Curriculum Development in Language Teaching Curric Dev 2e PB [Curric Dev 2e PB]

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A systematic introduction to the issues involved in developing, managing, and evaluating effective second and foreign language programs and teaching materials. The paperback edition provides a systematic introduction to the issues involved in developing, managing, and evaluating effective second and foreign language programs and teaching materials. Key stages in the curriculum development process are examined, including situation analysis, needs analysis, goal setting, syllabus design, materials development and adaptation, teaching and teacher support, and evaluation. Discussion activities throughout the book enable it to be used as a reference text for teachers and administrators.

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A systematic introduction to the issues involved in developing, managing, and evaluating effective second and foreign language programs and teaching materials.
Thanks and acknowledgments v
Introduction 1(2)
1 The nature of curriculum
3(32)
Introduction
3(1)
1.1 Internal and external influences on curriculum
3(3)
1.2 The nature of curriculum
6(5)
1.3 Curriculum and the teacher
11(2)
1.4 Curriculum as product and process
13(22)
Conclusions
18(1)
Discussion questions
19(1)
Appendix 1 Extract from a state curriculum (Hong Kong Government 2004, 4-6)
20(1)
Appendix 2 The Austrian education system
21(2)
Appendix 3 Extract from an institutional curriculum (Lone Star College System 2013--2014, 6--7)
23(2)
Appendix 4 Extract from a general curriculum (Council of Europe 2001)
25(1)
Appendix 5 Extract from a teacher's curriculum
25(2)
Case study 1 Developing a course in creative non-fiction Dino Mahoney
27(2)
Case study 2 An institutional curriculum for a pre-service English teacher-education program Christian Rudianto
29(6)
2 Syllabus design: a brief history
35(21)
Introduction
35(1)
2.1 The nature of syllabus design
35(2)
2.2 Selection and gradation
37(1)
2.3 Vocabulary selection
37(3)
2.4 Grammar selection
40(16)
Conclusions
44(1)
Discussion questions
45(1)
Appendix 1 The most frequent content words in the British National Corpus (from Kennedy 1998)
46(1)
Appendix 2 Headwords of the Academic Word List (Coxhead 2011)
47(5)
Appendix 3 Part of an early English grammatical syllabus (from Hornby 1959)
52(1)
Case study 3 A Course in English for Baristas Kyle Smith
53(3)
3 New directions in syllabus and curriculum design
56(23)
Introduction
56(1)
3.1 The quest for new methods
57(1)
3.2 Changing needs for foreign languages in Europe
57(2)
3.3 Communicative Language Teaching
59(1)
3.4 The search for new syllabus models
59(2)
3.5 English for Specific Purposes
61(2)
3.6 Needs analysis in ESP
63(2)
3.7 Emergence of a curriculum approach in language teaching
65(14)
Conclusions
68(1)
Discussion questions
69(1)
Appendix 1 Threshold level syllabus (from Van Ek and Trim 1998)
70(4)
Case study 4 An ESP course for international students Sasha Wajnryb
74(2)
Case study 5 Language learning and technology Christoph A Hafner
76(3)
4 Needs analysis
79(31)
Introduction
79(1)
4.1 The nature of needs
80(1)
4.2 Course design for learners who may have no specific need
81(1)
4.3 Larger-scale needs analysis
82(1)
4.4 The goals of needs analysis
83(2)
4.5 The users of needs analysis
85(1)
4.6 The target population
85(1)
4.7 Procedures for conducting large-scale needs analysis
86(4)
4.8 Making use of the information obtained
90(1)
4.9 Applying the findings of needs analysis
91(19)
Conclusions
92(1)
Discussion questions
92(1)
Appendix 1 Questionnaire to determine learners' subjective needs
93(1)
Appendix 2 Needs analysis questionnaire for non-English-background students (from Gravatt, Richards, and Lewis 1997)
94(6)
Appendix 3 Needs assessment questionnaire for use in designing a course for adults at beginner level (from TAS 2011, Appendix K, pp. 81--82)
100(4)
Case study 6 Planning a course in technical communication Lindsay Miller
104(3)
Case study 7 Developing a foundation course for college students Rob Haines
107(3)
5 Context and the curriculum
110(30)
Introduction
110(1)
5.1 The sociocultural environment
111(3)
5.2 The learners
114(3)
5.3 The teachers
117(2)
5.4 The institution
119(3)
5.5 Means of delivery
122(2)
5.6 Adoption factors
124(2)
5.7 Profiling the factors identified in the situation analysis
126(14)
Conclusions
127(1)
Discussion questions
127(1)
Appendix 1 Situation analysis profile
128(1)
Appendix 2 Matrix for identifying factors in curriculum renewal process (from Rodgers 1984)
129(2)
Case study 8 Effective classroom management for in-service teachers Husai Ching
131(4)
Case study 9 A Blended Undergraduate Course in Ecuador Jose Lema
135(5)
6 Curriculum aims and outcomes
140(20)
Introduction
140(1)
6.1 Goal setting in backward design
141(1)
6.2 Aims, objectives, learning outcomes, competencies
141(8)
6.3 Standards
149(3)
6.4 Process outcomes
152(8)
Conclusions
155(1)
Discussion questions
155(1)
Case study 10 Developing a course on discussion skills Michael Griffin
156(4)
7 Course planning (1)
160(41)
Introduction
160(1)
7.1 Determining the level of the course
161(3)
7.2 Choosing a syllabus framework
164(1)
7.3 Content-based syllabus and CLIL
165(4)
7.4 Competency-based syllabuses
169(4)
7.5 Task-based syllabus
173(3)
7.6 Text-based syllabus
176(25)
Conclusions
179(1)
Discussion questions
180(1)
Appendix 1 The ACTFL Proficiency Guidelines 2012 -- For Speaking
181(5)
Appendix 2 Description of performance levels; writing (adapted by Paltridge from the IELTS test [ Paltridge 1992])
186(2)
Appendix 3 Some common text types
188(1)
Appendix 4 Designing a course from texts (from Burns and Joyce 1997)
189(2)
Case study 11 Developing a content-based course Lindsay Miller
191(4)
Case study 12 A CLIL Course: The Thinking Lab Science Rosa Bergada
195(3)
Case study 13 A Pre-University Course for International Students in Australia Phil Chappell
198(3)
8 Course planning (2)
201(26)
Introduction
201(1)
8.1 Skill-based syllabus
201(2)
8.2 Functional syllabus
203(3)
8.3 Grammatical syllabus
206(2)
8.4 Vocabulary syllabus
208(2)
8.5 Situational syllabus
210(2)
8.6 Determining the scope and sequence
212(1)
8.7 Developing Instructional segments
213(14)
Conclusions
213(2)
Discussion questions
215(1)
Appendix 1 Skills syllabus for listening and speaking From Malaysian Secondary School Syllabus form IV (1989)
216(2)
Appendix 2 Curriculum for a listening class - Curriculum design: Low-Intermediate Adult ESL Listening Class by Rebecca Nicholson
218(1)
Appendix 3 Grammar items and their sequence in a first-year English course (from Richards and Bohlke 2012)
219(2)
Case study 14 A Course For First-Year University Students Phil Wade
221(3)
Case study 15 A General English Course For International Students Frank S. Rogers
224(3)
9 Curriculum as process
227(17)
Introduction
227(1)
9.1 An alternative understanding of curriculum
227(2)
9.2 What teachers bring to teaching
229(1)
9.3 How teachers think about lesson purposes
230(2)
9.4 What happens during lessons
232(12)
Conclusions
238(1)
Discussion questions
239(1)
Appendix 1 Example of exploratory practice (EP) (Edwards 2005)
239(2)
Case study 16 Thinking through English Alan S. Mackenzie
241(3)
10 Textbooks, technology, and the curriculum
244(33)
Introduction
244(1)
10.1 Textbooks as teaching resource
245(1)
10.2 Criticism of textbooks
246(2)
10.3 Authentic versus created materials
248(1)
10.4 Evaluating textbooks
249(2)
10.5 Adapting materials
251(1)
10.6 Monitoring the use of materials
251(1)
10.7 Technology as a teaching and learning resource
252(2)
10.8 Support provided by technology
254(4)
10.9 Examples of the use of technology in teaching the four skills
258(3)
10.10 Determining the role of technology In the curriculum
261(16)
Conclusions
262(1)
Discussion questions
263(1)
Appendix 1 ESL reading textbook evaluation checklist (from Miekley 2005)
264(2)
Appendix 2 Evaluating technology
266(1)
Case study 17 Using textbooks in a large-scale language program Eric Anthony Tejeda Evans
267(3)
Case study 18 Using the resources of technology in a college English program Hiroyuki Obari
270(7)
11 Approaches to evaluation
277(31)
Introduction
277(1)
11.1 The focus of evaluation
278(1)
11.2 Audience for evaluation
279(2)
11.3 Quantitative and qualitative approaches
281(1)
11.4 Product-focused evaluation
282(1)
11.5 Formative and summative evaluation
283(3)
11.6 The importance of documentation
286(1)
11.7 Evaluating the evaluation
286(1)
11.8 Procedures used In conducting evaluations
287(4)
11.9 Process-focused evaluation: descriptive and reflective evaluation
291(3)
11.10 Implementing reflective evaluation
294(14)
Conclusions
297(1)
Discussion questions
297(1)
Appendix 1 Best practice in English language teaching
298(3)
Case study 19 Evaluating an in-service program for English language teachers Geoffrey Crewes
301(2)
Case study 20 Evaluating the content of an EAP program Jonathan Newton
303(2)
Case study 21 Evaluating an English course for tertiary-level learners David Crabbe
305(3)
References 308(13)
Index 321
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