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Language Curriculum Design (Chapter 4 Principles)


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The purpose of this chapter is to show that a sensible basis to guide teaching and to help in the design of courses rests on following principles.

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Language Curriculum Design (Chapter 4 Principles)

  1. 1. Chapter 4 Principles The aim of this part of the curriculum design process is to decide how learning can be encouraged. Fidel Villalobos
  2. 2. The purpose of this chapter is to show that a sensible basis to guide teaching and to help in the design of courses rests on following principles. Fidel Villalobos
  3. 3. Basis These principles must be based on research and theory, and must be general enough to allow variety and flexibility in their application to suit the wide range of conditions in which language is taught. Pedagogical Perspective Focused on Curriculum Design Teacher Training Nature of Language Nature of Learning Role of Culture BasedonResearchandTheory PhilosophicalStance Fidel Villalobos
  4. 4. The Subdivisions of Principles 8 10 2 Fidel Villalobos
  5. 5. Fidel Villalobos 1 2 3 4 5 6 7 8 9 10 10 Principles of Language Teaching Content and Sequencing Monitoring and Assessment
  6. 6. Content and Sequencing Fidel Villalobos
  7. 7. Content and Sequencing 1. Frequency: A language course should provide the best possible coverage of language in use through the inclusion of items that occur frequently in the language, so that learners get the best return for their learning effort. General Rules Ways to apply these rules for selection of material 3 Things a teacher may do in the absence of best available RLE Principles Fidel Villalobos
  8. 8. Content and Sequencing 2. Strategies and autonomy: A language course should train learners in how to learn a language, so that they can become effective and independent language learners. Learning and Coping Strategies Principles for promoting learner autonomy that teachers and curriculum designers should consider. 1. Learner goals 2. The language learning process 3. Tasks 4. Learner strategies 5. Reflection on learning Principles Fidel Villalobos
  9. 9. Content and Sequencing 3. Spaced retrieval: Learners should have increasingly spaced, repeated opportunity to give attention to wanted items in a variety of contexts. Principles Fidel Villalobos -Wanted items -(not more than 20) Group of very useful but neglected items -Effects of repetition on learning
  10. 10. Content and Sequencing 4. Language system: The language focus of a course needs to be on generalizable features of the language system. Principles Fidel Villalobos Language features -Cohesive devices -Prediction clues -Text coping strategies Areas of focus -Vocabulary -Structure -Discourse The teacher should try to include underlying concepts of the word instead of meaning
  11. 11. Content and Sequencing 5. Keep moving forward: A language course should progressively cover useful language items, skills and strategies. Principles Fidel Villalobos The course should have explicit language teaching goals
  12. 12. Content and Sequencing 6. Teachability: The teaching of language items should take account of the most favorable sequencing of these items and should take account of when the learners are most ready to learn them. Principles Fidel Villalobos
  13. 13. Content and Sequencing 7. Learning burden: The course should help learners make the most effective use of previous knowledge. Principles Fidel Villalobos
  14. 14. Content and Sequencing 8. Interference: The items in a language course should be sequenced so that items which are learned together have a positive effect on each other for learning and so that interference effects are avoided. Principles Fidel Villalobos
  15. 15. Monitoring and Assessment Fidel Villalobos
  16. 16. Monitoring and Assessment 1. Ongoing needs and environment analysis: The selection, ordering, presentation, and assessment of the material in a language course should be based on a continuing careful consideration of the learners and their needs, the teaching conditions, and the time and resources available. Principles Fidel Villalobos
  17. 17. Monitoring and Assessment 2. Feedback: Learners should receive helpful feedback which will allow them to improve the quality of their language use. Fidel Villalobos Principles 1 2 3
  18. 18. Thank you. ©Universidad Latina of Panama, Republic of Panama, May 2015. Nation, I.S.P., Macalister, J. – Language Curriculum Design – First published 2010 by Routledge . ESL & Applied Linguistics Professional Series - Eli Hinkel, Series Editor • Any part of this presentation may be cited, copied, translated into other languages or adapted to meet local needs with prior permission from the author, provided that the source is clearly stated. Requests for commercial reproduction should be directed to . • This presentation was written and developed by (Fidel Villalobos) and produced in (May 2015). • This presentation and relevant resources are available on: Fidel Villalobos