This document discusses different approaches to defining goals, objectives, and outcomes in language education. It outlines five curriculum ideologies that shape language teaching: academic rationalism, social and economic efficiency, learner-centeredness, social reconstructionism, and cultural pluralism. Goals refer broadly to the general changes a program aims to bring about in learners. Objectives describe more specific intended changes and results from analyzing goals. Outcomes can describe competencies and behaviors necessary for real-world tasks. The document cautions that objectives and competencies must be carefully defined to avoid trivializing teaching or promoting hidden values.

3.  People are usually motivated to pursue certain
goals.
 The goals in teaching improve the
effectiveness of teaching and learning.
 A program will be effective that its goals are
sound and clearly described.

4. Aim Objectives
Describes
In order to appreciate how value systems shape decision
about what school should teach and the outcomes they seek
to achieve, we will begin our discussion of goals by
considering five curriculum ideologies (borrowing Eisner’s
term) that shape the nature of the language curriculum and
the practices of language teaching in different ways.

6. 1. Academic rationalism
2. Social and economic efficiency
3. Learner-centeredness
4. Social reconstructionism
5. Cultural pluralism

7.  Curriculum stresses the intrinsic value of the subject
matter and its role in developing the learner’s
intellect, humanistic values, and rationality.
 Academic rationalism is sometimes used to justify
certain foreign language in school curriculum where
they are taught as social studies.

8.  It emphasizes the practical needs of learners
and society and the role of an educational
program in producing learners who are
economically productive.

9. This term group together educational
philosophies that stress:
1.the individual need of learners,
2.the role of individual experience,
3.and the need to develop awareness, self-
reflection, critical thinking, learner strategies,
and other qualities and skills that are believed to
be important for learners to develop.

10. Marsh (1986, 201) points out that the issue of
child centered or learner centered curricula
reappears every decade or so and can refer to any
of the following :
Individualized teaching
Learning through practical operation or doing
Laissez faire no organized curricula at all but
based n the momentary interest of children.

11.  It stresses the roles of schools and learners can
should play in addressing social injustices and
inequality.

12.  This philosophy argues that school should
prepare students to participate in several
different cultures, not just the dominant one
which means none culture group is superior to
others.

14. The term goal and aim are used interchangeable
to refer to a description of the general purposes of a
curriculum and objective to refer to more specific and
concrete description of purposes.
.

15.  It refers to a statement of a general change
which a program seeks to bring about in
learners.
 It is the ideology of the curriculum and show
how the curriculum will seek to realize it

16. The example of aims:
Students will learn how to write effective
business letters for use in the hotel and tourism
industries.
Students will learn how to listen effectively in
conversational interactions how to develop
better listening startegies.
And so on. . . (Richards, 2001: 102)

17.  It is a statement which have more specific
purposes.
 It refers to a statement of specific changes, a
program seeks to bring about and results from
an analysis of the aim.

18.  Describe what the aims seek to achieve in
terms of smaller units of learning.
 Provide a basis for the organization of
teaching activities.
 Describe learning in term of observable
behavior and performance.

19. The example aim and objectives:
Aim
Students will learn how to understand lectures given in English
Objectives
•Students will be able to follow an argument, theme, or thesis of a lecturer
•Students will learn how to recognize the following aspects of a lecture:
cause-and-effect relationship
comparisons and contrasts
premises used in persuasive arguments
supporting details used in persuasive arguments
Objectives
•Students will be able to follow an argument, theme, or thesis of a lecturer
•Students will learn how to recognize the following aspects of a lecture:
cause-and-effect relationship
comparisons and contrasts
premises used in persuasive arguments
supporting details used in persuasive arguments

20. 1. Objectives turn teaching into a technology.
(meaningful and worthwhile may be lost)
2. Objectives trivialize teaching and are
product-oriented. (every purpose in teaching
can be described as an objective)
3. Objectives are unsuited to many aspects of
language use. (e.g: critical thinking)

21.  An alternative to the use of objectives in
program planning is to describe learning
outcomes in terms of competencies, an
approach associated with Competence-based
Language Teaching (CBLT)

22.  They refer to observable behaviors that are
necessary for the successful completion of
real-world activities.
 These activities may be related to the field of
work and social survival in a new
environment.

23. 1. Definition of the competencies: no valid procedures
are available for competency specifications.
2. Hidden values underlying competency
specifications.
3. A refugee resettlement training program in
Philippines: it encourages refugees to consider
themselves fortunate to find minimum-wage
employment.

24. Because such outcomes go beyond the content of a linguistically
oriented syllabus, they are sometimes referred to as nonl
anguage outcomes. Those that describe learning experiences
rather than learning outcomes are also known as process
objectives
Eight broad categories of nonlanguage outcomes in teaching:
Social, psychological, and emotional support in the new living
environment, Confidence, and so on. (Richards. 2001: 133-4)