Language Curriculum Design
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Language Curriculum Design

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Description

Crystal-clear and comprehensive yet concise, this text describes the steps involved in the curriculum design process, elaborates and justifies these steps, and provides opportunities for practicing and applying them. The description of the steps is done at a general level so that they can be applied in a wide range of particular circumstances. The process comes to life through plentiful examples of actual applications of the steps. Each chapter includes:











examples from the authors' experience and from published research







tasks that encourage readers to relate the steps to their own experience







case studies and suggestions for further reading that put readers in touch with others' experience


Curriculum, or course, design is largely a 'how-to-do-it' activity that involves the integration of knowledge from many of the areas in the field of Applied Linguistics, such as language acquisition research, teaching methodology, assessment, language description, and materials production. Combining sound research/theory with state-of-the-art practice, Language Curriculum Design is widely applicable for ESL/EFL language education courses around the world.
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Product details

  • Paperback | 224 pages
  • 149.86 x 226.06 x 15.24mm | 340.19g
  • ROUTLEDGE
  • London, United Kingdom
  • English
  • 40 Tables, black and white
  • 0415806062
  • 9780415806060
  • 88,179

Table of contents

Preface





CHAPTER 1 LANGUAGE CURRICULUM DESIGN: AN OVERVIEW


Parts of the curriculum design process


Considering the environment


Discovering needs


Following principles


Goals


Content and sequencing


Finding a format and presenting material


Monitoring and assessing


Evaluating a course


Tasks


1 Examining a published course


2 Using the parts of the model to overview the planning of a course


Case studies





CHAPTER 2 ENVIRONMENT ANALYSIS


An example of environment analysis


Environment constraints


Understanding the constraints


The constraint of time


Steps in environment analysis


Tasks


1 The range of constraints


2 Examining your teaching environment


Case studies





CHAPTER 3 NEEDS ANALYSIS


The various focuses of needs analysis


Discovering needs


Needs analysis tools


Evaluating needs analysis


Issues in needs analysis


Tasks


1 Needs analysis for a writing course


2 Evaluating a needs analysis scheme


3 Discovering needs


Case studies





CHAPTER 4 PRINCIPLES


Methods and principles


The twenty principles


Selection


Gradation


Presentation


Using the list of principles


Case studies


Tasks


1 Applying principles


2 Teachability hypothesis


Case studies





CHAPTER 5 GOALS, CONTENT AND SEQUENCING


Guidelines for deciding or checking the content and sequencing of a course


Goals and content


The units of progression in a course


What will the progression be used for?


Vocabulary


Grammar


Functions


Discourse


Skills, subskills and strategies


Ideas


Task based syllabuses


Sequencing the content in courses


Linear approaches to sequencing


A modular approach to sequencing


Tasks


1 Verb form coverage in beginners' course books


2 The ideas content of a course


3 Describing the goals of a course


Case studies





CHAPTER 6 FORMAT AND PRESENTATION


Format and other parts of the curriculum design process


Guidelines for deciding on a format


Following a set format


Blocks and threads


Techniques and activities


Tasks


1 Examining the format of a lesson


2 Examining teaching techniques


Case studies





CHAPTER 7 MONITORING AND ASSESSMENT


Guidelines for monitoring and assessment


Types of monitoring and assessment


Placement assessment


Observation of learning


Short term achievement assessment


Diagnostic assessment


Achievement assessment


Proficiency assessment


Good assessment: reliability, validity and practicality


Tasks


1 Planning the assessment in a course


2 Evaluating a test


Case studies





CHAPTER 8 EVALUATION


What is an evaluation?


Steps in an evaluation


Purpose and audience of evaluation


The type and focus of the evaluation


Gaining support for the evaluation


Gathering the information


Formative evaluation as a part of a course


The results of an evaluation


Tasks


1 Focus of evaluation


2 An evaluation checklist


3 An evaluation plan


Case studies





CHAPTER 9 APPROACHES TO CURRICULUM DESIGN


Models of curriculum design


Doing curriculum design


Starting points


The process of curriculum design


Deciding on an approach


Summary of the steps


Tasks


1 Your curriculum design process


2 Choosing an appropriate approach


Case studies





CHAPTER 10 NEGOTIATED SYLLABUSES


Negotiated syllabuses


An example of a negotiated syllabus


Requirements for a negotiated syllabus


Syllabuses with some elements negotiated


Disadvantages and advantages of a negotiated syllabus


Tasks


1 Problems in implementing a negotiated syllabus


2 Partly negotiated syllabuses


3 Developing a negotiated approach to syllabus design


Case studies





CHAPTER 11 ADOPTING AND ADAPTING AN EXISTING COURSE BOOK


The course book, the learners and the teacher


Dividing the parts of the process


Strong reliance on the course book with minimal adaptation


Adapting a course book


Using source books instead of course books


Using computers and the internet


Evaluating a course book


Essential features: reducing the list of possible books


Choosing and weighting the features


Evaluating the evaluation forms


Presenting the results


Tasks


1 Designing a course book evaluation form


2 Evaluating a course book


3 Course book evaluation schedules


4 Using a course book


Case studies





CHAPTER 12 INTRODUCING CHANGE


Steps in introducing change


Seeing the need for change


Deciding on the size of the change


Realistic change


Using a variety of change strategies


Innovation, management and long term support


Tasks


1 Change that failed


2 Change in a school's program


Case studies





CHAPTER 13 PLANNING AN IN-SERVICE COURSE


Features of an effective workshop


Procedures and activities for reaching the goals


Understanding and remembering ideas


Experiencing and evaluating


Making material


Planning lessons and units of work


Problem solving


Sequencing the components of a workshop


Evaluating workshops


Tasks


1 Principles for in-service courses


2 Designing an in-service course


Case studies





CHAPTER 14 TEACHING AND CURRICULUM DESIGN


Environment analysis


Needs analysis


Principles


Goals


Content and sequencing


Format and presentation


Monitoring and assessment


Evaluation


Curriculum design and learner autonomy








APPENDICES


1 A verb form frequency count





REFERENCES





INDEX
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Review quote

"Nation and Macalister have prepared a comprehensive book on curriculum design with extensive coverage of a variety of issues involved. The important message of this book is that every stakeholder in language education is a curriculum designer. Language Curriculum Design can empower them to play this role." -Teachers College Record


"This book offers a broad understanding of the process in a clear and comprehensive, yet concise package that-along with the model itself-can confidently guide users at the classroom and program level through the complex activity of language CD."-Leigh McDowll, Nara Institute of Science and Technology, JALT Journal
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About John Macalister

I.S.P. Nation is Professor in Applied Linguistics at Victoria University of Wellington, New Zealand. In addition to books, his extensive list of publications on teaching and learning vocabulary, language teaching methodology, and curriculum design, includes journal articles, book chapters and book reviews. He has taught in Indonesia, Thailand, the United States, Finland and Japan.








John Macalister is Senior Lecturer at Victoria University of Wellington, New Zealand. He specialises in the fields of language teaching methodology and curriculum design and draws on experience in teacher education and curriculum design in Thailand, Cambodia, Kiribati, Vanuatu and Namibia.
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53 ratings
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