This is the result of our reflection, of our beliefs about language, the sociolinguistic, sociocultural and socio-political aspects of language and the conceptions we have about the teaching of a language. All this allows us to give a clear perspective of how we want to design our curriculum and also take into account the context and its population.

1. Forum Defining Our Beliefs
CURRICULUM AND MATERIAL DESIGN
DAYLLAN MAKARLY CORREA FUENTES
Cau Cúcuta
DIANA CAROLINA SUTA GONZALEZ
Cau Chiquinquirá
2018-1

2. Our Beliefs
Influence In
Our view of
language
Our view of the social
context of language
Our view of learning
and learners
Our view of
teaching

3. OVIEW OF LANGUAGE
Emphasis on grammar
Use of language in context
Allowing errors
Communicative competence
Comfortable environment
Language
Proficiency

4. OVIEW OF SOCIAL CONTEXT OF LANGUAGE
Sociolinguistic: through the use of language in context
Sociopolitical: respect for different social policies
Sociocultural: teaching through the language different
cultures and their differences between them.
In Stern's view, society, which he also refers to as "social context," encompasses
sociolinguistic, sociocultural, and sociopolitical issues in language teaching (Graves, 1999).

5. VIEW OF LEARNING AND LEARNERS
Learning is a
cognitive
process
(Graves,
1999)
Learning
develops
competences
Learning can
be given
individually, in
pair or in
groups.
There are
different
learnings
Meaningful
learning is to
take the
knowledge to
use in daily
life

6. LEARNERS
The learners can
acquiring new
knowledge, mastering
skills, developing
awareness, or learning
about attitudes.
Students must
have the
necessary
conditions to
carry out the
learning

7. VIEW OF TEACHING
Teaching is knowledge
transmission,
management of
learning. (Graves, 1999)
Teaching is achieved
when different
strategies and resources
are used
Teaching can be
transmitted by other
partner

8. TEACHERS
Teachers must
have sufficient
preparation to
teach
Teachers are
affective and
understanding
Teachers must
be a guide in
the learning
process

9. • Graves, K. (1999), Designing Language Courses. Cengage Learning:
London. Chapter 3: Articulating Beliefs (page 25-36)
REFERENCE
THANKS!