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0 Week 1 - Overview of Language Curriculum (Aug 2023)

The document outlines the syllabus for the OU MATESOL program, focusing on language curriculum design and development. It discusses the importance of integrating various syllabus strands, the limitations of early syllabus approaches, and the steps involved in curriculum development. Additionally, it emphasizes the need for adherence to theoretical bases and the evaluation of language programs.

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Hồng Hân Nguyễn Phương
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42 views18 pages

0 Week 1 - Overview of Language Curriculum (Aug 2023)

The document outlines the syllabus for the OU MATESOL program, focusing on language curriculum design and development. It discusses the importance of integrating various syllabus strands, the limitations of early syllabus approaches, and the steps involved in curriculum development. Additionally, it emphasizes the need for adherence to theoretical bases and the evaluation of language programs.

Uploaded by

Hồng Hân Nguyễn Phương
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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OU MATESOL PROGRAM

Course title: CDMD


The course syllabus
Week 1: Overview of language curriculum
• Merriam Webster
“the courses offered by an educational
institution, OR the set of courses constituting
an area of specification”
Dictionary
Definitions of • Online Etymology Dictionary, © 2010
Curriculum Douglas Harper
1824, modern coinage from Latin “currere”
meaning "a running, course, career," from.
Used in English as a Latin word since 1630s
at Scottish universities.
The basic units of language are
vocabulary and grammar.
Learners everywhere have the same
needs
LIMITATIONS
IN EARLY Learners' needs are identified, SYLLABUS
exclusively in terms of language needs. DESIGN
APPROACHES
The process of learning a language is
largely determined by the textbook.
The context of teaching is English as a
foreign language.
(Richard, 2001; Tomlinson, 2011)
THE FRAMEWORK FOR SYLLABUS DESIGN

(McDonough, 2013)
ISSUES
1. ‘Set’ materials may linger behind aims that have
been reformulated and updated.

2. New syllabus types may be ill-matched to existing


educational objectives.

(McDonough, 2013)
An integrated syllabus
In most courses there will generally be a number of different syllabus
strands, such as grammar linked to skills and texts, tasks linked to topics and
functions, or skills linked to topics and texts.

A syllabus might be organized grammatically at the first level and then the
grammar presented functionally. Or the first level of organization might be
functional with grammar items selected according to the grammatical
demands of different functions.

In practical terms, therefore, all syllabuses reflect some degree of


integration.

(Richards, 2001)
From syllabus To curriculum
design development

THE QUEST FOR NEW


METHODS

(McDonough, 2013)
Syllabus design is
Syllabus vs. one aspect of
Curriculum curriculum
development.

(Richards, 2001)
CURRICULUM DEVELOPMENT AS A PROGRESSIVE VIEW

THE TOTAL
THE WRITTEN
LEARNING
MATERIALS ARE
CURRICULUM EXPERIENCES
ACTUALIZED BY
(in schools + in
THE LEARNER
societies)

(Bilbao, 2008)
CURRICULUM DEVELOPMENT AS A PROGRESSIVE VIEW

THE TOTAL
THE WRITTEN
LEARNING
MATERIALS ARE
CURRICULUM EXPERIENCES
ACTUALIZED BY
(in schools + in
THE LEARNER
societies)

(Bilbao, 2008)
TOWARDS AN EFFECTIVE CURRICULUM:
Adherence to theoretical bases

SELECTION FROM THE LANGUAGE TO BE INCORPORATED IN TEXTBOOKS AND


TEACHING MATERIALS

TEACHING METHODS

A SYSTEMATIC SET OF TEACHING PRACTICES

APPROACHES TO LANGUAGE TEACHING

PARTICULAR THEORIES OF LANGUAGE AND LANGUAGE LEARNING AS BASES

(Richards, 2001)
Curriculum development includes the 04 steps

Step 1: determining the needs of a group of learners,

Step 2: developing aims or objectives for a program to address


those needs,

Step 3: determining an appropriate syllabus (course contents,


teaching methods, materials, etc.)

Step 4: carrying out an evaluation of the language program that results


from these processes.

(Richards, 2001)
Focus on Step 1

DETERMINING THE NEEDS OF A GROUP OF


LEARNERS

(McDonough, 2013)
PRACTICE
• Is there an explicit statement of the goals of the
language programme on which you work? If so, what
are its primary aims? Describe the way the Passive
Voice is traditionally taught in local teaching contexts.

• If there is not such a statement, try to draft one that


represents your own understanding of the goals.
Watch https://m.youtube.com/watch?v=1I5fa2GVlLA
and discuss innovative ways to teach the Passive
Voice.

Enjoy!
Board notes
References
• Brown, H. D. (2007). Teaching by Principles: An Interactive Approach to
Language Pedagogy. Cambridge University Press.
• Johnson, K. R. (1989).The Second language Curriculum. Cambridge:
Cambridge University Press.
• McDonough, J.; Shaw, C., and Masuhara, H. (2013). Materials and methods
in ELT. Oxford: Wiley-Blackwell.
• Nunan, D. (2008). Syllabus Design. Oxford: Oxford University Press.
• Richards, C. J. (2001). Curriculum Development in Language Teaching. New
York: Cambridge Language Education.
• Tomlinson, B. (2011). Introduction. In Tomlinson, B. (1998). Materials
development in language teaching. Cambridge: Cambridge University Press.
(pp. 8-24).

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