This document provides an overview and recommendations for revising an ESL curriculum for adult learners. It discusses the purpose and problems of the original curriculum. The conceptual framework and principles of a revised curriculum are outlined, including ensuring activities integrate reading and writing around meaningful tasks. Considerations for revision include aligning objectives, content, and assessments to learner needs and proficiency levels. The role of textbooks is also addressed.

1. REVISION RECOMMENDATIONS OF AN ESL CURRICULUM:
ESL-(English as a Second Language) Curriculum for Adult
Learners
Course Code: EDU-5350; CURRICULUM DEVELOPMENT
Group Presenters : Mina Bidaie,
Javaria Fauzan & Nurul Fitriah
M.Ed - Curriculum & Instruction,
Faculty of Educational Studies, UPM

2. OVERVIEW OF THE ESL-CURRICULUM
ESL-(English as a Second
Language) Curriculum
for Adult Learners
Concept,
Theory &
Principles
Needs
Assessment
Aims &
Objectives
Design &
Sequence
Course
Evaluation

3. Conceptual Framework of the Approach for ESL Curriculum
Planning
Identifying
Learners’
needs. Identify
achievement
objectives from
the most relevant
language strand or
strands.
Devise the
correct approach
and
methodology.
Decide on the
topic or focus
for course
modules.
Plan activities, in
accordance with the
approaches. Select
learning resources.
Decide on
assessment
procedures.
Incorporate
objectives &
activities as
appropriate.
Implementation
through
instruction of
materials &
activities.
Monitor
learners’
achievements
against the
objectives.
Evaluate &
align the
learning and
teaching.

4. OVERVIEW OF THE REVISED VERSION OF THE
ESL-CURRICULUM
THE REVISED
ESL- Curriculum
for Adult Learners
PURPOSE &
PROBLEMS
BACKGROUND
CONSIDERATIONS
FOR REVISION
JUSTIFICATION. SUGGESTIONS.

5. THE PURPOSE & PROBLEMS TO FOCUS UPON IN ESL-
CURRICULA
This curriculum addresses the learning needs
of adults English as a Second Language ESL
learner who have limited or interrupted
formal education in English language.
Teaching English as second language to
adult learners has been always an issue with
several problems which some of them could
be solve by implementing useful strategies,
or even be the result of inappropriate
strategies implementation.

6. Purpose
An ESL -Curriculum Revision & further development must ensure that reading and
writing activity are well integrated around meaning-making tasks with texts and that it
focuses on fluency before accuracy is preferable to a skill-based curriculum. Also that it
highlights the importance of individual needs and interests of students simultaneously.
To bring together the cognitive, emotional, environmental influences and experiences
for acquiring, enhancing, or making changes in learner’s knowledge, skills, values and
world views. And carefully scrutinize to make sure that the entire content of the
curriculum is in alignment with the general & specific objectives and that learners are
going to develop their knowledge of English by actively using it inside and outside the
classroom in order to communicate.
To check that the Tasks are sequenced in a coherent manner and that all activities,
instruction & incorporated are in alignment with the prescribed standards of adult
ELL’s. Also checking for language proficiency levels of written materials and
authenticity of texts. Major and minor considerations and questions are put up
which address the application & usage of English language for practical purposes in
real-life situations.

7. Problems
Students Teachers Strategies

8. Major Concepts & Principles Of CLT
Learners learn the
language through
using it to
communicate
Authentic and
meaningful
communication
should be the goal of
classroom activities
Fluency is an
important dimension
of communication
Communication
involves the
integration of
different skills
Learning is a process of
creative construction and
involves trial and error

9. The adult
learner
centered
approach
Situation
- Backgrounds
- Abilities
- Experiences
Intents
- Aims
- Objectives
- Outcomes
Content
-Scope,
- sequence
related to
aims &
practice
Teaching/
Learning
- Student oriented
methods,
- opportunity for
self direction
- Learning in real-
life situation
Assessment
- Formative
- Summative
Organisation
- Units
- Modules
- Timetables
Evaluation
- Student
feedback
-Questionnaires
-Self-rating scales
- participation

10. Bloom’s Taxonomy Paired with Typical Language
Functions
Bloom’s Taxonomy of
Thinking Skills
Language Function
 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation
 define, list, label
 describe, report, paraphrase, explain
 interpret, generalize
 compare, contrast, differentiate
 synthesize information
 evaluate, decide, predict

11. THE REVISED ESL-CURRICULUM FOR ADULT LEARNERS
CONSIDERATIONS
FOR REVISION
General ESL- Objectives
Specific ESL - Objectives
Questions to Consider
The Role of ESL Text-Books

12. REFERENCES:
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ATESL Adult ESL Curriculum Framework : http://www.atesldocuments.com/cf/demonstrating
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13. REFERENCES:
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