Curriculum chapter

1. The Origins of Language
Curriculum Development
Muhammad Haikal
TBI – Unida Gontor

2.  What procedures can be used to determine the
content of a language program?
 What are learners’ needs?
 How can learners’ needs be determined?
 What’s the objectives in teaching?
 What factors are involved in planning the
syllabus?
Framework of this
course

3.  What knowledge, skills, and values
students learn in schools
 What experience should be provided to
bring about intended learning outcomes
 How teaching and learning in schools or
educational systems can be planned,
measure, and evaluated.
Introduction Curriculum Development focus
on determining

4.  Designing language programs.
 Revising language programs.
 Implementing language programs.
 Evaluating language programs.
 This book focus on providing the tools
 Surveying approaches to language curriculum
development.
 Examining language programs and language teaching
materials.
Introduction to Language
curriculum development focusing
on

5. Historical Background
 Starts with the notion of syllabus design
 Syllabus design is description of the
content of a course of instruction and lists
what will be taught and tested
 A document that communicates information about a
specific academic course or class and defines
expectations and responsibilities
 It is one aspect of curriculum development.

6. Historical Background
 Curriculum Development is more comprehensive.
 Determine the needs of learners
 Develop aims or objectives for a program
 Address those needs
 Determine an appropriate syllabus, course
structure, teaching methods, and materials,
and
 Carry out an evaluation of the language
program that results from these processes

7.  Anthony (1965) categorized all language teaching
activities into approach, method, and techniques.
 Approach covers point of view on the nature of language
and language teaching.
 Method describes different plans for presenting
language orderly.
 Technique defines what is actually happens in the
classroom.
Twentieth century- Changes in Approaches

8.  Grammar Translation Method (1800-1900)
 Direct Method (1890-1930)
 Structural Method (1930-1960)
 Reading Method(1920-1950)
 Audiolingual Method (1950-1970)
 Situational Method (1950-1970)
 Communicative Approach (1970-present)
Cont…

9.  Questions of how and what needs be taught—
the content of instruction
 The appropriate syllabus for different
teaching methods—a particular type of
syllabus.

10.  Specifications for the processes of
instruction in language teaching—questions
of how, what need to be taught, and the
content of instruction.
 Time is limited so “Selection” is
important.
 Teachers need to choose the appropriate
units of a language for teaching purpose
Teaching Method

11.  Two aspects of Selection:
 Vocabulary selection
 Grammar selection
 The foundations for syllabus design in language teaching
in early 20 century.
Twentieth century- Changes in Approaches

12. Vocabulary selection
 One of the most obvious components of
language—vocabulary
 What words should be taught?
 Objectives of the course
 Amount of time available for teaching.
 How many words should students set out
to learn?
 Native learners?

13. Vocabulary selection
 Words of highest frequency should be taught
first.
 What kind of material should be analyzed?
 children’s book ﹥Time Magazine
 Word frequency are important in planning word
lists for language teaching.
 Depend on the types on the types of language
samples
 Relevant to the needs of target learners
 Frequent in a wide range of samples

14.  Teachability—they can easily be illustrated through
material.
 Similarity—they are similar to words in the native
language. Ex: sofa, tofu, papa, mommy.
 Availability—group of words. Ex: colors, tools of
classroom, fruit, food.
 Coverage—words that cover or include the meaning of other
words. Ex: emotion (happy, sad, angry, depress)
 Defining power—they useful in defining other words.
Other Criteria of Vocabulary
Selection

15.  A priority for applied linguistic from the 1920s.
 For the speech act of “asking
permission.”(Wilkins, 1976 )
 Can/May I…?
 Can/May I…?
 Please let…
 If it…, I’ll…
Grammar Selection and Gradation

16. 1. The need for grammatical selection
 some structures of “asking permission”
2. The grammar items included in a course
 The teaching method in use
 Many variations in what items were taught and when
3. Different grammatical items
 Decided by the intuition of the authors
4. Gradation
 Grouping and sequencing of teaching items
Grammar selection and gradation

17. 5. Grammatical syllabus specifies both
 The set of grammatical structure
 The order of grammatical structure
Palmer’s principle of gradation
1. grade the grammatical material according to
a. degree of importance
b. strict order of necessity
》lists of rules and exceptions
G. Vocabulary selection based on
1. intuitive criteria of simplicity and learnabilit
2. accessible and gradual introduction to the gramm

18. H. Basis for developing grammatical syllabuses
1. Simplicity and centrality
a. simple
b. central to the basic structure of the
language
2. Frequency - frequency of occurrence
a. little progress because of the
difficulties of
》deciding on proper grammatical units to
count
》coding grammatical structures for

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3. Learnability
a. take in account the order in
》 the grammatical items in L2 learning
b. Dulay & Burt (1973, 1974) proposed the order
》 interviews with different L2 proficient
learners
》 little reliable information in planning a
syllabus
I. A syllabus consists of
1. decision about grammatical items

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J. Approaches to gradation
1. Linguistic distance
a. similar to mother tongue
2. Intrinsic difficulty
a. simple structures taught first
3. Communicative need
a. needed early regardless of difficulties
4. Frequency

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K. Designing a course
1. a linear gradation
a. introduce and practice intensively
2. a cyclical gradation
a. reintroduce the items throughout the course
3. spiral gradation
4. i+1 – learn new things related and integrated old
ones

22. L. Grammar syllabus as the core of a language course
1. Wilkins noted
a. grammatical syllabus as the conventional approach
b. vocabulary content as a secondary
M. Until the grammatical system been learned
1. hold down vocabulary load
a. what is pedagogically necessary
b. what is desirable for
》ensuring enough variety in the content of

23. A. Basic units of language
1. vocabulary & grammar
2. main building blocks of language development
3. more rational and sound basis
B. Learners’ same needs
1. focus on “general” English
C. Language needs identified exclusively
1. to master English
Assumptions underlying early
approaches
to syllabus design

24. D. Learning language determined by textbooks
1. primary input – textbooks
2. facilitating language learning
a. the importance of selection and gradation
Assumptions underlying early
approaches
to syllabus design

25. E. English as a foreign language
1. no immediate need outside of the classroom
2. the goal of syllabus developers
a. simplify and rationalize this input
》through selection and gradation
Assumptions underlying early
approaches
to syllabus design