Second class in the subject Language course design in the ESOL MA at Universidad Simon Bolivar, Venezuela.

1. Language Course Design:
Conceptual frameworks

2. In this class
• Essential definitions in teaching and course
planning.
• Syllabus and types of syllabus
• Models of curriculum development
• Instructional design

3. Essential Definitions in
Teaching

4. Getting started
• Method
• Approach
• Technique
• Task
• Syllabus

5. Getting started
• Method
• Approach
• Technique
• Task
• Syllabus
How do you define these terms?
Is there just one definition for each?

6. Definitions
Approach
Theory of language and learning underlying a
method.
Richards and Rodgers, 2001

7. Definitions
Approach
“A set of assumptions dealing with the nature of
language, learning and teaching.”
H.D. Brown, 2002, p. 9

8. Definitions
Approach
“…is something that reflects a certain model of
research paradigm-a theory, if you like.”
Celce-Murcia, 2001, p. 5

9. Definitions
Approach
Preconceptions, assumptions and theoretical
underpinnings teachers have that determine
what they believe is important for learners to
learn.
J. Brown, 1995

10. Definitions
Method
“…an overall plan for systematic presentation of
language based on a selected approach…”
H.D. Brown, 2002, p. 9

11. Definitions
Method
“…a specific set of procedures more or less
compatible with an approach…”
Celce-Murcia, 2001, p. 9

12. Definitions
Method
“A method is theoretically related to an
approach, is organizationally determined by a
design, and practically realized in procedure.”
Richards and Rodgers, 2001, p. 20

13. Definitions
Techniques
“…simply put, are ways of presenting language
to the students”
J. Brown, 1995, p. 14

14. Definitions
Techniques
What actually happens in the classroom. “It is a
particular trick, stratagem, or contrivance used
to accomplish an immediate objective”
Anthony, 1963 (cited in Richards and Rodgers,2001, p. 19)

15. Definitions
Techniques
“a very specific type of learning activity used in
one or more methods”
Celce-Murcia, 2001, p. 9

16. Definitions
Task
“…a piece of classroom work which involves
learners in
comprehending, manipulating, producing or
interacting in the target language while their
attention is principally focused on meaning
rather than form”
Nunan, 1989, p. 10

17. Definitions
Task
“…a separable element of a lesson that is
primarily geared to practicing language
presented earlier… usually involving students
working with each other, to achieve a specific
objective”
Crookes and Chaudron, 2001, p. 33

18. Definitions
Task
A task is a workplan, that involves a focus on
meaning and real-world language use, while
engaging also cognitive processes. It might
involve any of the four language skills and has a
clearly defined communicative outcome.
Ellis, 2003, pp. 9-10

19. Definitions
Syllabus
“…a focus for what should be studied, along with
a rationale for how that content should be
selected and ordered.”
McKay, 1978 (in J. Brown, 1995, p. 7)

20. Definitions
Syllabus
“…an inventory of objectives the learner should
master… in a recommended sequence.”
Celce-Murcia, 2001, p. 9

21. Types of Syllabi

22. Types of Syllabi

23. Types of Syllabi
A type or kind of syllabus is defined by…
• its focus (grammar, meaning, lexis, etc.);
• its units of progression; and
• its grading criteria,

24. Types of Syllabi
Grammar, formal Discrete structural items Difficulty or complexity
language structures (i.e. rules, tenses, sounds) (intuition)
Situations (i.e. at the Usefulness for student
airport) or chronology.
Communication
Notions (i.e. Usefulness (based on
time, quantity) intuitions)
Topics or themes (i.e. Usefulness or
The government) chronology. Interest
Social functions of Frequency, usefulness or
language (apologizing) chonology
Specific language skills Sub-skills or micro skills Hierarchy (sub skill A is
(i.e. listening) (i.e. listening for the gist) necessary for sub-skill B)
Tasks, either pedagogical Usefulness or frequency
or metacommunicative. or hierarchy.
Tasks or cognitive Learners’ interests or
processes needs (negotiation)

25. Models of Curriculum
Development

26. Taba’s model
• Step 1: diagnosis of needs.
• Step 2: Formulation of objectives.
• Step 3: Selection of content.
• Step 4:Organization of content.
• Step 5: Selection of learning experiences.
• Step 6: Organization of learning experiences.
• Step 7: Determination of what to evaluate and
means to evaluate it.
1962 (cited in Richards, 1990, p. 8)

27. Taba’s model
• Step 1: diagnosis of needs.
• Step 2: Formulation of objectives.
• Step 3: Selection of content.
• Step 4:Organization of content.
• Step 5: Selection of learning experiences.
• Step 6: Organization of learning experiences.
• Step 7: Determination of what to evaluate and
means to evaluate it.
1962 (cited in Richards, 1990, p. 8)

28. Taba’s model
Steps 1 and 2: Planning
Steps 3 and 4: Syllabus design
Steps 5 and 6: Teaching
Step 7: Evaluation

29. Brown’s model
1995, p. 20

30. Dudley-Evans & St.John´s model
1998, p. 121

31. Graves’ model
• Needs assessment
• Determining goals and objectives
• Conceptualizing content
• Selecting and developing materials and activities
• Organization of content and activities
• Evaluation
• Consideration of resources and constraints
2001, p. 179

32. Nation and Macalister’s model
2010, p. 3

33. Models of Curriculum
Development
• What do the different models presented in
this class have in common?
• What is the main characteristic in each?

34. References
• Brown, H.D. (2002). English language teaching in the “post-method” era: Towards
better diagnosis, treatment and assessment. . In Richards, J.C. y W.A. Renandya (Eds.)
Methodology in language teaching. An anthology of current practice (pp. 9-18).
Cambridge: Cambridge University Press.
• Brown, J.D. (1995). The elements of Language Curriculum: A Systematic Approach to
Program Development. Heinle & Heinle Publishers.
• Celce-Murcia, M. (2001). Language teaching approaches: An overview. In Celce-
Murcia, M. (Ed.) Teaching English as a second or foreign language (3rd ed., pp. 3-11).
Boston, MA: Heinle & Heinle.
• Crookes, G. and Chaudron, C. (2001). Guidelines for language classroom instruction. In
Celce-Murcia, M. (Ed.) Teaching English as a second or foreign language (3rd ed., pp.
29-42). Boston, MA: Heinle & Heinle.
• Dudley-Evans, T. y St. John, M. J. (1998). Developments in English for Specific Purposes:
A multidisciplinary approach. Cambridge: Cambridge University Press.

35. References
• Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University
Press.
• Graves, K. (2001). A framework of course development processes. En Hall, D.R. y A.
Hewings, (Eds.) Innovation in English language teaching. A reader (pp. 178-196).
London: Routledge.
• Nation, I.S.P. and Macalister, J. (2010). Language Curriculum Design. New York:
Routledge.
• Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge:
Cambridge University Press.
• Richards, J.C. (1990). The language teaching matrix. Cambridge: Cambridge University
Press.
• Richards, J.C. and Rodgers, T. (2001). Approaches and methods in language teaching
(2nd edition). Cambridge: Cambridge University Press.