This document summarizes key components of curriculum and course design, including hidden curriculum, cultural curriculum, and methodologies like CLIL, CLT, and genre-based pedagogy. It compares features of each methodology such as their focus on content, language rules, authentic materials, and assessment types. Examples of lesson plans are provided to illustrate how the methodologies incorporate content topics, language skills, and cultural elements. The document concludes with information on an upcoming group activity to design a lesson plan and review the material presented.

1. Curriculum and Course Design
Week 3 – Unit 2.2: Key components
Dr. Antonio Grau Sempere
Universidad Internacional de La Rioja

2. In today’s class
2
Unit 2
(2.5-2.8)
Hidden
curriculum
Cultural
curriculum
L2 curriculum
Methodologies
•CLIL
•CLT
•Genre-Based
pedagogy

3. 3
Hidden curriculum
Cultural curriculum

4. 4
Hidden curriculum
Cultural curriculum
The culture the
L2 comes from
Intercultural
communicative
competence
Not simply information
about the country
Three spheres of culture:
Inner, outer, and expanding
The values and the
cultural norms of the
L2 and L1
Unspoken, implicit
norms, values, and
beliefs in the school

5. 5
Hidden curriculum
• Unspoken, implicit norms,
values, and beliefs in the
school
• The values and the cultural
norms of the L2 and L1
Cultural curriculum
• The culture the L2 comes
from
• Intercultural communicative
competence
• Not simply information
about the country
• Three spheres of culture:
Inner, outer, and expanding

6. 6
Hidden curriculum
• Unspoken, implicit norms,
values, and beliefs in the
school
• The values and the cultural
norms of the L2 and L1
Cultural curriculum
• The culture the L2 comes
from
• Intercultural communicative
competence
• Not simply information
about the country
• Three spheres of culture:
Inner, outer, and expanding
Examples?
Examples?

7. 7
CLIL CLT Genre-based

8. 8
CLIL CLT Genre-based
Dual assessment
Active and collaborative learning
The cultural and social context of the text is relevant
Language of/for/through learning
Ongoing assessment
Teacher scaffolds the texts
Specific and real life contexts
Teaching content and language
Structured around grammatical rules
Content, cognition, communication, and culture
Teacher = facilitator
Learning of literacy and grammatical structures
Use of texts to interpret and construct meaning
Communicative language learning
Authentic materials

9. 9
CLIL
• Teaching content
and language
• Content,
cognition,
communication,
and culture
• Language
of/for/through
learning
• Dual assessment
CLT
• Communicative
language
learning
• Structured
around
grammatical
rules
• Specific and real
life contexts
• Active and
collaborative
learning
• Authentic
materials
• Teacher =
facilitator
Genre-based
• Use of texts to
interpret and
construct
meaning
• Teacher scaffolds
the texts
• The cultural and
social context of
the text is
relevant
• Learning of
literacy and
grammatical
structures
• Ongoing
assessment

10. 10
CLIL
• Teaching content
and language
• Content,
cognition,
communication,
and culture
• Language
of/for/through
learning
• Dual assessment
CLT
• Communicative
language
learning
• Structured
around
grammatical
rules
• Specific and real
life contexts
• Active and
collaborative
learning
• Authentic
materials
• Teacher =
facilitator
Genre-based
• Use of texts to
interpret and
construct
meaning
• Teacher scaffolds
the texts
• The cultural and
social context of
the text is
relevant
• Learning of
literacy and
grammatical
structures
• Ongoing
assessment
AKA the language triptych:
Of: The language needed to access basic concepts
related to the subject
For: The language needed during lessons to carry out
the planned activities effectively
Through: The new language that emerges from
learning
AKA the four Cs of
CLIL:
Content: Knowledge
and skills
Cognition: Higher order
thinking skills (analyse,
evaluate, create)
Communication: The
language is used to
learn and to
communicate
Culture: To foster
international
understanding

11. 11
CLIL
• Teaching content
and language
• Content,
cognition,
communication,
and culture
• Language
of/for/through
learning
• Dual assessment
CLT
• Communicative
language
learning
• Structured
around
grammatical
rules
• Specific and real
life contexts
• Active and
collaborative
learning
• Authentic
materials
• Teacher =
facilitator
Genre-based
• Use of texts to
interpret and
construct
meaning
• Teacher scaffolds
the texts
• The cultural and
social context of
the text is
relevant
• Learning of
literacy and
grammatical
structures
• Ongoing
assessment
Have you ever used any of these methodologies?

12. 12
Lesson
plan 1
Lesson
plan 2
Lesson
plan 3

13. 13
CLIL CLT
Genre-
based

14. 14
CLIL CLT
Genre-
based
• Teaching content
and language
• Content, cognition,
communication,
and culture
• Language
of/for/through
learning
• Dual assessment
• Structured around grammatical
rules
• Specific and real life contexts
• Active and collaborative
learning
• Authentic materials
• Teacher = facilitator
• Use of texts to construct
meaning
• Teacher scaffolds the texts
• Cultural and social context
of the text is relevant
• Learning of literacy and
grammatical structures
• Ongoing assessment

15. 15
CLIL CLT
Genre-
based
• Teaching content
and language
• Content, cognition,
communication,
and culture
• Language
of/for/through
learning
• Dual assessment
• Structured around grammatical
rules
• Specific and real life contexts
• Active and collaborative
learning
• Authentic materials
• Teacher = facilitator
• Use of texts to construct
meaning
• Teacher scaffolds the texts
• Cultural and social context
of the text is relevant
• Learning of literacy and
grammatical structures
• Ongoing assessment

16. 16
CLIL CLT
Genre-
based
• Teaching content
and language
• Content, cognition,
communication,
and culture
• Language
of/for/through
learning
• Dual assessment
• Structured around grammatical
rules
• Specific and real life contexts
• Active and collaborative
learning
• Authentic materials
• Teacher = facilitator
• Use of texts to construct
meaning
• Teacher scaffolds the texts
• Cultural and social context
of the text is relevant
• Learning of literacy and
grammatical structures
• Ongoing assessment
A final assessment activity is present,
but not a lot of details are given
No assessment details at all are given
Past progressive
Real schedules
Individual & group dynamics
Film clips
Introduces structures & vocabulary
Colors & art
Content: Pop art, Andy Warhol, colors, emotions
Cognition: different types of knowledge and emotions
Communication: Group interaction
Culture: Visual communication & art
Of: I feel, colors, emotions…
For: “Hi, I’m _ and my complementary color is _ “
Through: the new language that will emerge as
students are learning
Text and grammar involved (V to V…)
None involved
Meaning is created from texts, oral and written
Different steps

17. Summary
17
Hidden curriculum and
cultural curriculum
• We reviewed relevant
features
CLIL, CLT, and
Genre-based pedagogy
• We compared relevant
features
• We examined and
contrasted several examples

18. Next class (two-hour session)
18
Information on
group activity
• Create a lesson plan
• Guidelines
• Group formation
Review
session
• Unit 1
• Unit 2
• Unit 3
Unit 3:
Creating
materials
• Curriculum and
competences
• Types of syllabi
• Lesson plan
components

19. www.unir.net