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 learnersneeds?
How can learnersneeds 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

t h e s y l l a b u s a n d t h e u n i t s 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 o w c a n o n e m e a s u r e t h e
eectiveness 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.

DESIGNING

IMPLEMENTING

INTERRELATED
SET OF
PROCESSES

EVALUATING

REVISING

SYLLABUS VS CURRICULUM
SYLLABUS
Specication of the content

CURRICULUM

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
specic group of people, in a spedic setting, for a
specic amount of time; in short, for a specic
context.

KATHLEEN GRAVES

COURSE DESIGN

KATHLEEN GRAVES
ASSESSING
NEEDS
CONCEPTUALIZING
CONTENT

ORGANIZING
THE COURSE

DEFINING
THE
CONTEXT

FORMULATIN
G GOALS AND
OBJECTIVES

COURSE
DESIGN

DESIGNING
AN
ASSESSMENT
PLAN

DEVELOPING
MATERIALS

ARTICULATING
BELIEFS

NO HIERARCHY IN THE PROCESSES

NO SEQUENCE IN THEIR ACCOMPLISHMENT