The document discusses the history and development of language curriculum. It describes how curriculum development involves determining learner needs, objectives, syllabus, teaching methods, and evaluation. Several historical methods are outlined, including the structural method from the 1930s-1960s. This method focused on vocabulary and grammar selection based on teachability, frequency, and learnability. Gradation approaches ordered content based on linguistic distance and communicative need. The assumptions behind syllabus design were that language consisted of vocabulary and grammar, learners had identical needs, and learning was determined by textbooks.

1. The Origins of
Language
Curriculum
Development
Presented by Martha Crowell
ESL 501

2. Curriculum Development
Involves:
 Determining needs of learners
 Developing objectives to address needs
 Designing appropriate syllabus, course
structure, teaching methods and
materials
 Evaluating language program that results
from this process

3. History of Language
Development
Many methods have come and gone in the last 100 years.
Although there might be a preference for a particular method
at a given time, often methods continue in some form even
when not in favor at the time (Richards, p. 3)
 Grammar Translation Method (1800-1900)
 Direct Method (1890-1930)
 Structural Method (1930-1960)
 Reading Method (1920- 1950)
 Audio-lingual Method (1950-1970)
 Situational Method (1950-1970)
 Communicative Approach (1970- present)

4. Structural Method
 Harold Palmer (1922) laid foundation for this
method
 It was during this time that Curriculum
Development started to emerge in
language teaching
 Centered on approaches to determine
vocabulary and grammatical content
 Led to selection and gradation procedures

5. Vocabulary Selection Criteria
 Teachability- can be easily illustrated through
pictures or demonstrations.
 Similarity- likeness to words in the native
language.
 Availability- groups of words that come to
mind during certain topics. Ex. Restaurant-
menu, server, refill, check, gratuity
 Coverage- words that include meanings of
other words. Ex. Seat - stool, bench, chair
 Defining power- useful in defining other words.
Ex. Appliance- dishwasher, fridge, toaster

6. Grammar Selection Principles
 Simplicityand centrality- basic, simple
and central structure of language
 Frequency- frequency of occurrence in
conversational language
 Learnability- order in which grammatical
items are acquired in L2

7. Gradation Approaches
 Linguistic distance- structures similar to those in
native language should be taught first
 Intrinsic difficulty- simple structures taught before
complex ones
 Communicative need- despite difficulty, some
structures are needed early-on in acquisition
 Frequency- occurrence in target language
 Sequencing of gradation:
 Linear- introduced one at a time and practiced
intensively before moving on
 Cyclical/spiral- items reintroduced throughout course

8. Assumptions to Syllabus
Design
 Basicunits of language are vocabulary
and grammar
 Learners have the same needs
 Learners needs are identified by
language needs
 Learning a language is largely
determined by the textbook

9. References
 Richards, J. C. (2002). The Origins of
Language Curriculum Development. In
Richards, J.D. (2002) Curriculum
development in language teaching .
Cambridge: Cambridge University Press
(pp. 1-22).
 Google Images (n.d.). Retrieved from
http://www.google.com/imghp?hl