Curriculum Development in Language Teaching
Summary
TLDRThis video series episode delves into curriculum development in language teaching, outlining key processes and considerations. It begins with defining curriculum and its development, then explores needs analysis, goal setting, syllabus design, methodology, and evaluation. The discussion highlights different curriculum designs, emphasizing the importance of understanding learner needs, setting clear objectives, and selecting appropriate teaching methods to achieve desired learning outcomes.
Takeaways
- 📚 Curriculum refers to the overall plan or design for a course, including how content is transformed into a blueprint for teaching and learning to achieve desired outcomes.
- 🔍 Curriculum development is the process of making decisions about what to teach, how to teach it, and how to assess what is learned, considering goals, content, implementation, and evaluation.
- 📊 Needs analysis is the first step in curriculum development, involving data collection about the target language, learners, delivery system, and learning theory.
- 🎯 Goal setting involves identifying objectives of the teaching-learning program, such as behavioral, content, process, and proficiency objectives.
- 🗂️ Syllabus design is about selecting, presenting, and organizing language content or teaching procedures, with two main categories: linguistic syllabus and procedural syllabus.
- 🏫 Methodology selection depends on linguistic, psycholinguistic, and teaching dimensions, influencing the choice of teaching techniques and strategies.
- 🔍 Evaluation is the final process to determine if the curriculum's goals and objectives are being met, involving formative and summative evaluation.
- 🔄 The order of curriculum development processes can vary: forward design starts with syllabus, central design focuses on methodology, and backward design begins with outcomes.
- 📈 Historically, different curriculum development designs have emerged, prioritizing different processes, but needs analysis and evaluation are universally crucial.
- 🌟 Curriculum development aims to improve the quality of teaching and learning by carefully considering and integrating these five processes: needs analysis, goal setting, syllabus design, methodology, and evaluation.
Q & A
What is the primary purpose of a curriculum in language teaching?
-A curriculum in language teaching serves as an overall plan or design for a course, transforming content into a blueprint for teaching and learning to achieve desired learning outcomes.
How does curriculum development differ from curriculum?
-Curriculum development refers to the process of making decisions about what to teach, how to teach it, and how to assess what is learned, while curriculum is the plan designed for selecting, presenting, and teaching the content of a course to achieve predetermined outcomes.
What types of data are collected during the curriculum development process?
-During curriculum development, data is collected about the target language, learners, delivery system, and learning theory to inform the teaching theory and evaluate difficulties faced by various stakeholders.
What are the five processes involved in curriculum development?
-The five processes involved in curriculum development are needs analysis, goal setting, syllabus design, methodology, and evaluation.
What is the role of needs analysis in curriculum development?
-Needs analysis identifies the needs of learners, teachers, administrators, and future employers by providing descriptions of language needs in real-world situations, types of tasks and activities, and the skills, behaviors, attitudes, and motivations necessary for successful language learning.
What are the four types of objectives that must be determined while planning a language curriculum?
-The four types of objectives are behavioral objectives, content objectives, process objectives, and proficiency objectives, which relate to the improvement of language proficiency and mastery of the four skills: listening, speaking, reading, and writing.
What is the difference between a linguistic syllabus and a procedural syllabus?
-A linguistic syllabus focuses on presenting language content such as grammar, vocabulary, functions, and pronunciation, while a procedural syllabus specifies activities, tasks, and teaching procedures or techniques to be used in teaching.
How does the choice of teaching methodology depend on the dimensions of curriculum development?
-The choice of teaching methodology depends on the linguistic, psycholinguistic, and teaching dimensions, which indicate views to language, learning, and teaching techniques and strategies, respectively.
What are the two types of evaluation identified in curriculum development?
-The two types of evaluation are formative evaluation, which is ongoing and aims to diagnose and solve problems, and summative evaluation, which measures the effectiveness of a program or curriculum at its end.
What are the three strategies of curriculum development mentioned in the script?
-The three strategies of curriculum development are forward design, central design, and backward design, which start with determining what to teach, how to teach it, and expected learning outcomes, respectively.
Why are needs analysis and evaluation processes considered crucial in all curriculum development designs?
-Needs analysis and evaluation processes are crucial as they diagnose the needs of stakeholders and evaluate the effectiveness of the curriculum, ensuring that the curriculum development is aligned with the actual requirements and outcomes.
Outlines
📚 Introduction to Curriculum Development in Language Teaching
This paragraph introduces the topic of curriculum development in language teaching. It begins with defining curriculum as a plan for course content transformation into a teaching and learning blueprint, aiming to achieve desired outcomes. The paragraph discusses the importance of curriculum development, which includes setting learning objectives, selecting content, designing implementation methods, and deciding on evaluation procedures. It emphasizes the need for data collection about the target language, learners, delivery system, and learning theories to inform the curriculum development process. The paragraph outlines the five processes of curriculum development: needs analysis, goal setting, syllabus design, methodology, and evaluation.
🎯 The Processes of Curriculum Development
Paragraph 2 delves into the processes of curriculum development, focusing on goal setting. It explains that goal setting involves identifying objectives related to language proficiency improvement across listening, speaking, reading, and writing skills. Four types of objectives are discussed: behavioral, content, process, and proficiency objectives. Behavioral objectives describe expected learner behaviors and conditions for assessment. Content objectives specify topics and language functions to be covered. Process objectives detail the strategies and techniques learners should use. Proficiency objectives describe different levels of proficiency. The paragraph also introduces syllabus design, distinguishing between linguistic syllabi, which focus on language content, and procedural syllabi, which focus on teaching procedures and activities.
🏫 Choosing a Teaching Methodology in Curriculum Development
Paragraph 3 discusses the fourth process of curriculum development: selecting a suitable teaching methodology. The choice of methodology depends on three dimensions: linguistic, psycholinguistic, and teaching dimensions. The linguistic dimension views language through structural, functional, or mentalist lenses, influencing the syllabus type. The psycholinguistic dimension considers views on language learning, aligning with second language acquisition theories. The teaching dimension outlines teaching techniques and strategies. The paragraph also explains the difference between formative and summative evaluation, with formative evaluation being ongoing and aimed at improving the program, while summative evaluation measures program effectiveness at the end.
🔍 Strategies in Curriculum Development
The final paragraph discusses the non-linear nature of curriculum development and the strategies involved. It outlines three main strategies: forward design, central design, and backward design. Forward design starts with determining what to teach and ends with evaluating the product. Central design begins with defining teaching and learning processes, influencing the syllabus and outcomes. Backward design starts with defining learning outcomes and works backward to select a suitable syllabus and methodology. The paragraph concludes by emphasizing the importance of each process in curriculum development and how historically, different designs have prioritized certain processes over others.
Mindmap
Keywords
💡Curriculum
💡Curriculum Development
💡Needs Analysis
💡Goal Setting
💡Syllabus Design
💡Methodology
💡Evaluation
💡Behavioral Objectives
💡Content Objectives
💡Proficiency Objectives
💡Forward Design
Highlights
Curriculum development in language teaching involves creating a plan for course content and teaching strategies to achieve learning outcomes.
Curriculum is defined as a plan for selecting, presenting, and teaching course content to achieve predetermined outcomes.
Curriculum development includes setting learning objectives, selecting content, designing implementation methods, and evaluating effectiveness.
Data collection is essential for curriculum development, including information about the target language, learners, delivery system, and learning theory.
Needs analysis is the first step in curriculum development, identifying the needs of learners, teachers, and administrators.
Goal setting involves determining objectives related to language proficiency and the four skills: listening, speaking, reading, and writing.
Syllabus design focuses on selecting and organizing language content or teaching procedures for effective teaching.
Two main categories of syllabi are identified: linguistic syllabus and procedural syllabus.
Teaching methodology is chosen based on linguistic, psycholinguistic, and teaching dimensions, influencing the language elements and learning processes.
Evaluation is the final process of curriculum development, ensuring that the program's goals and objectives are being met.
Formative and summative evaluations are used to diagnose and measure the effectiveness of language teaching programs.
Curriculum development processes may not always follow a linear order and can vary based on the design approach.
Forward design emphasizes the syllabus and input, central design focuses on methodology, and backward design stresses goal setting and outcomes.
Needs analysis and evaluation are considered crucial in all curriculum development designs for diagnosing needs and evaluating effectiveness.
Curriculum development aims to improve the quality of the teaching and learning process through a structured approach.
Transcripts
hello everyone welcome again to this
video series in which we discuss
issues related to applied linguistics in
this video we are going to talk about
curriculum development in language
teaching
we are going to cover the following
points we will start with some basic
definitions of curriculum and curriculum
development
and then we will proceed with presenting
the main processes of curriculum
development
and finally conclude with different
designs of curriculum development
first let's agree on a definition of the
key terms
according to richards curriculum refers
to the overall plan
or design for a course and how the
content of this course
is transformed into a blueprint for
teaching
and learning which enables the desired
learning outcomes to be achieved
the same line of thought has been
maintained by wiggins and mactae
stating that curriculum takes content
and shapes it into a plan
for how to conduct effective teaching
and learning
it is a map for how to achieve the
outputs
of desired students performance what we
can take from these two definitions
is that a curriculum is a plan that is
designed for
selecting presenting and teaching the
content of a course
in order to achieve some predetermined
outcomes
or objectives this plan
also includes evaluation procedures that
measure
the extent to which the course has
helped learners to achieve
the intended objectives or learning
outcomes
curriculum development according to
richards refers to the process of making
decisions
about what to teach how to teach it and
how to assess
or measure what is learned in other
words
it is the study of the goals content
implementation and evaluation of an
educational system
a teaching program or a course in light
of this definition
one can understand that curriculum
development consists of
setting the learning objectives
selecting the contents to be taught
designing a method of implementation and
finally deciding on the procedures which
should be followed
in order to evaluate the effectiveness
of the curriculum
richards claims that developing a
language teaching curriculum
requires the collection of data which
serves as
input to the curriculum development
so before we start curriculum
development
we need first to collect information
about the target language
that we intend to teach such as its
linguistic
varieties language usage and the context
in which it is used
second we need to collect information
about the learners
such as their age gender occupations
motivation interests needs attitudes
proficiency and learning styles
third we need to collect data related to
the delivery system
including information about the teaching
learning context
which includes collecting information
about schools
classrooms institutions administrators
teachers materials and the timing
alerted to the teaching learning process
the fourth type of data to be collected
is related to the learning theory
this step consists of deciding on the
most suitable second language
acquisition theory
that will facilitate the learning
process
after this we need to collect data that
inform the teaching theory which
specifies the exact teaching techniques
strategies and methods to be adopted by
teachers finally
curriculum developers have to determine
the procedures that they think
are most effective in evaluating and
assessing
difficulties that are faced by teachers
learners
administrators and material designers
once we have collected these pieces of
information
we can engage in the task of curriculum
development
which in turn is composed of five
processes
or five stages needs analysis
goal setting syllabus design methodology
and evaluation curriculum development
starts with the needs analysis that
allows to identify the needs of learners
teachers administrators and future
employers
the process of needs analysis serves
three principal functions
first it provides a description of the
language needs in real-world situations
second it offers a description of the
types of tasks and
activities in which learners need to
engage so that they could function well
in different contexts and situations
third needs analysis gives a description
of the language
skills behaviors attitudes and
motivations
which language learners must possess in
order to become successful language
learners
the second process of curriculum
development is that of goal setting
goal setting consists of identifying the
objectives of the teaching learning
program
they are generally related to the
improvement of the language proficiency
of the learner
with regard to the mastery of the four
skills
listening speaking reading and writing
generally speaking four types of
objectives must be determined
while planning a language curriculum
these refer to
behavioral objectives content objectives
process
objectives and proficiency objectives
behavioral objectives describe the
behaviors which learners should be able
to perform
such as listening speaking reading
writing as well as the conditions under
which they should perform them
and the criteria which allow the
assessment of the learner's performance
of the behavior
in short behavioral objectives describe
the linguistic
behavior its context and the criteria
for evaluating its appropriateness
process related objectives specify the
processes
techniques and strategies which learners
are expected to use
in order to perform a certain task or
behavior
if the behavior to be performed for
example is
reading a passage process oriented
objectives would indicate whether
learners are expected to use
skimming scanning guessing inferring
or predicting techniques process
oriented objectives are generally
concerned with indicating
how learners are expected to perform a
language behavior
content related objectives specify the
linguistic and communicative content
which learners are expected to cover
including
interesting topics and communicative
language functions
these content-related objectives are
often presented in terms of
topics about which learners will listen
speak
read and write for instance popular
topics in moroccan elt programs
include talking about education food
clothes
culture environment health technology
and human rights to name but a few
content related objectives can also be
presented in terms of
a list of language functions which
should be performed in specific
situations
such as asking for directions making
requests
complaining apologizing and asking for
clarification
proficiency related objectives offer a
description of different levels of
proficiency
these objectives describe the
development of learners proficiency
in the four macro language skills namely
listening speaking reading and writing
they enable teachers and program
developers to create
a set of performance indicators or
standards
that facilitate the task of identifying
the level of learners
whether they are beginners intermediate
or advanced
syllabus design is the third process of
curriculum development
a syllabus generally aims at selecting
presenting
and organizing either the language
content
including grammar vocabulary functions
and skills
or the teaching procedures such as
activities
tasks exercises and techniques to be
used in teaching
thus according to richards one can
identify
two main categories of syllabi the
linguistic syllabus
and the procedural syllabus on the one
hand
the linguistic syllabus focuses on
presenting the language content to be
taught
essentially the language content
consists of
grammar vocabulary functions and
pronunciation
thus two types of linguistic syllabi
are found in the literature of language
teaching
the structural syllabus and the
functional syllabus
the structural syllabus is one that is
organized around grammar and vocabulary
lessons
that prioritize accuracy over fluency
such syllabi are similar to the ones
adopted by the audiolingual
and oral situational methods and the
silent way method
the functional syllabus is organized
around a number of
language functions that aim at
developing communicative competence
based on fluency functional syllabi
are often associated with the notional
functional approach
communicative language teaching and
community language learning for instance
the procedural syllabus on the other
hand is not organized around the
language content
it is developed on specifying activities
tasks and teaching procedures or
techniques which teachers are expected
to use in their classrooms procedural
syllabi
specify the teaching practices and the
learning processes
instead of the language content examples
of this syllabi
are adopted in the task-based language
teaching
the fourth process of curriculum
development involves
choosing a suitable teaching methodology
the choice of a teaching methodology or
method to be used
depends highly on three major dimensions
a linguistic dimension a
psycholinguistic dimension
and a teaching dimension a linguistic
dimension
indicates the view to language there are
three
main views to language which affect the
choice of the language element that
are to be included in a syllabus the
structural view
the functional view and the mentalist
view
the structural view is based on the
correctness of teaching grammar
vocabulary and pronunciation adopting
this view
would lead to a structural syllabus as
in the audiolingual method
the functional view focuses more on
using language as a means of
communication that allows to perform
different functions in different real
life contexts
thus leaning more towards a fluent use
of language
such view is evident in the
communicative approach
and task-based approach the mentalist
view to language states that language
learning can be used to improve the
learner's emotional
cognitive and metacognitive skills by
encouraging critical thinking
problem solving creativity and autonomy
such a view is seen in the silent way
suggestorpedia
and task-based language learning a
psycholinguistic dimension
indicates the view to learning
in order to design a teaching method
curriculum developers must determine
their view to learning
there are many views to how languages
are learned
these have been known as second language
acquisition theories
therefore we find that some methods
adopt the behaviorist view
such as the audiolingual method the
total physical response
and the oral situational approach some
methods
adopt a cognitive approach while others
opt for the
social interactionist or social
constructivist approach
one may observe that most methods which
use a structural view to language
often opt for the behaviorist view to
learning
while others which use a functionalist
view to language
usually adopt a social constructivist or
interactionist view to learning
the teaching dimension specifies the
view to
teaching a method also presents a number
of teaching techniques and strategies
which teachers should use to achieve the
general objectives of the method
for instance the audiolingual method
which adopts a behaviorist perspective
on learning
emphasizes the importance of drilling
repetitions
imitations and error correction as major
teaching techniques
the communicative language teaching uses
interpersonal communication activities
such as role plays conversations problem
solving activities
such astopedia uses music and yoga
techniques to filter out
all negative emotions that may prevent
learners from learning
the last process of curriculum
development is evaluation
the goal of this final process is to
find out whether the goals
and objectives of a language teaching
program are being attained
the evaluation of a curriculum or a
program helps to determine the extent to
which
it is effective in this respect two
types of evaluation are identified
formative evaluation and summative
evaluation
formative evaluation is an ongoing
process that is carried out throughout
the different stages of curriculum
development
and implementation its purpose
is to diagnose potential problems and
weaknesses of the language program
and suggests solutions to these problems
formative evaluation leads to applying
some modifications and revisions to the
program or curriculum
in order to improve its quality and
ensure
higher efficiency formative evaluation
of a language curriculum
addresses several issues such as the
appropriateness of the program's
objectives
the extent to which teachers are
equipped with necessary skills
to teach the new program or the extent
to which
textbooks and other instructional
materials are effective
and suitable to the learners summative
evaluation usually comes at the end of a
program or a curriculum unlike formative
evaluation
summative evaluation does not try to fix
problems of an existing program
it actually measures its effectiveness
in order to make a final decision about
the program
whether to continue using the same
program in case it has succeeded to
attain its objectives
or to opt for an educational reform if
the program
failed to meet its objectives the
decision
is based on evidence and data collected
throughout the period
of implementing the program the
implementation of
curriculum development does not always
follow the same linear order
although it is only logical to start
with needs analysis and conclude with
summative evaluation
the order of the other three processes
of goal setting
syllabus design and methodology is
highly optional to better understand the
different strategies that are used in
curriculum development
richards refers to the dimensions
associated with each one of these
processes
the process of goal setting determines
the overall objectives of the curriculum
in so doing it determines the desired
outcomes
and the expected final products of the
teaching learning process
thus goal setting also explicitly has
the output dimension the process of
syllabus design
has an input dimension as it specifies
the content to be used as input
for the teaching and learning the
methodology defines
how the input is to be taught it
determines techniques
procedures and strategies that
facilitate the attainment of the
objectives
therefore it has the dimension of the
process
developing a language curriculum may
start
with determining what to teach followed
by determine how to teach it
and conclude with assessing the product
the choice of this order
is called the forward design such design
is used in developing curricula of the
audiolingual method
oral situational approach and
content-based instruction another
strategy of curriculum development
is to start with defining the teaching
learning processes or methodology
and then let them determine the input
and the learning outcomes
this is called the central design this
type of curriculum design
emerged in the 70s of the 20th century
with the appearance of the designer
methods
which rejected the idea of a
predetermined syllabus
such as the total physical response
silent way
the natural approach and the community
language learning
the third strategy that is used in
curriculum development
is known as the backward design it
starts with determining the learning
outcomes
expected products and objectives and
then work backward to decide
on a suitable syllabus and methodology
which will facilitate the achievement of
these
outcomes the backward design is more
popular in the task-based language
teaching
competency-based language teaching and
standards-based approach
in conclusion curriculum development
includes five processes
referring to needs analysis goal setting
syllabus design methodology and
evaluation
each one of these processes plays a
central role
in improving the quality of the teaching
learning process
historically speaking there were times
when one process was given
priority over others and this has led
the emergence of
different curriculum development designs
the forward design has given importance
to the syllabus
input the central design has drawn
attention to the methodological
processes
and the backward design has stressed the
importance of goal setting
and predefining learning outcomes
needs analysis and evaluation processes
have been taken for granted
and considered crucial in all three
designs
due to their role in diagnosing the
needs
and evaluating the effectiveness of the
curriculum
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