Elements of the language curriculum design process

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Elements of the language curriculum design process

Macalister, J., & Nation, I. S. P. (2009). Language curriculum design. Routledge

Monitoring and assessing

Well designed courses must include performance tests.

Performance tests are tests that occur at the end of each lesson.

Proficiency tests can be used to measure the level of knowledge of a student's language

Evaluation involves the use of tests.

An important part of the design process is to evaluate and achieve objectives.

Content and sequencing

the lessons have to consist of item by item teaching

A list can be used to verify or determine the content.

A systematic basis for a course needs linguistic elements or skills.

it is important for the curriculum designer to keep some check on vocabulary, grammar and discourse

Language courses consists of the language items, ideas, skills and strategies.

Evaluating

Curriculum design includes ongoing evaluation of the course.

An evaluation of a course can have many purposes.

The evaluation tries to answer the questions

Evaluation is a useful source of data.

Environment

The course book has to relate to the exam to be taken.

The elements of language and skills are focused on the type of learning activity.

The objective of the teacher is interesting and motivating to guide the design of the course, the format and the presentation.

The analysis of the environment is to work from a list of questions.

Format and presenting materials

sequence of the amount of time spent on fluency work.

There are several advantages of having a format for lessons such as:

Learning procedures

Monitor students.

Planning them separately.

The use of teaching techniques and procedures are appropriate, in lessons.

Course material should be presented to students in a way that helps them learn.

Principles

Curriculum design is a part of applied linguistics; therefore, it is based on the knowledge available to guide it.

It is very important that curriculum design make the connection between research and language learning theory and design practice.

The teacher has to take into account the differences and learning habits, and above all the attitudes and motivation of the student.

Research on language teaching and learning should be used to guide decisions about curriculum design.

Goals

As objectives it is important to determine the content of the course, to decide the approach in the presentation and to guide the evaluation.

Students develop speaking and listening skills to participate in classroom discussions.

Passages extends students’ developing their ability to:

• speak English accurately

• speak English fluently

• Topics they can discuss and comprehend in English

Trio aims to

7.contribute to the students ’personal, social and educational development.

6.develop specific skills.

5.give students insights into daily.

4. develop students ’receptive skills.

3.help students understand and formulate the grammatical rules of English.

2.sustain interest and motivation.

1.encourage students to communicate.

The objective of communicative teaching is to encourage students to exploit all the elements of language.

The goal in curriculum design is essential to decide why a course is taught and what students need to learn

Needs

Effective learning it is necessary that students have the purpose of learning English.

Needs and desires are a list of elements that act as learning objectives in the course.

The ways to evaluate the analysis needs are:

Practicality.

Validity

Reliability

There are diverse media about students' needs such as:

Interviews.

Questions.

Tests