Curriculum Design Concepts

Curriculum Design Concepts

By LYDIAESTHER CARMONAOCHOA

Language Program:​

Any organized course of language instruction.

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​Curriculum development:

Focuses on determining what knowledge, skills, and values students learn in schools, what experiences should be provided to bring about intended learning outcomes, and how teaching and learning in schools or educational systems can be planned, measure and evaluated.

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Language curriculum development:​

Field of linguistics that addresses those issues.

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Syllabus​

​Specification of the content of a course of instruction and lists what will be taught and tested.

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It focuses on the selection and grading of content.​

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​Method

​Specifications for the processes of instruction in language teaching. How and what needs to be taught (content of instruction.

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Historical background:

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Principles of language teaching methodology in the 1920s:​ (The following are the main aspects a language curriculum must consider during that time)

Initial preparation. Orienting students towards language teaching.​

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Habit-forming. Establish correct habits.

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Accuracy. Avoid inaccurate language.

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Gradation. A stage prepares the students for the next one.

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Proportion. Each aspect of language is given emphasis.

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​Principles.....

​Concreteness. Go from concrete to abstract.

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Interest. Arouse the students interest.

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Order of progression. Hearing before speaking, and both before writing.

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Multiple line of approach. Different ways to teach the language​

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Vocabulary selection:​

Vocabulary is one of the most obvious components of language and one of the first things applied linguistics turned their attention to. What words should be taught in a second language? This depends on the objectives of the course and the amount of time available for teaching. Second language learners are not expected to learn as much words native speakers do because of the reduced amount of time available for learning they have. The problem arises right there, to choose the vocabulary that will really help the second language students to get what they need.​

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Different criteria have been used to determine word lists, such as the one that follows:​

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Cognates, words similar to words in the native language​:

​For example: English and French have cognates such as table, page, and nation, and this may justify the inclusion in a word list for French-speaking learners.​

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Similarity​

Vocabulary with pictures or by demonstration​:

In a course taught following the Direct Method or a method such as Total Physical Response, concrete vocabulary is taught early on because it can easily be illustrated through pictures or by demonstration.

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​Teachability:

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Words that cover or include the meaning of other words: seat includes stool, bench, chair

Coverage:​

Words that come quickly to mind when certain topics are thought of.

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Some words may not be frequent but are ready “available” in the sense that they come quickly to mind when certain topics are thought of. For example, classroom calls to mind desk, chair, teacher, and pupil, and these words might therefore be worth teaching early.

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Availability​:

GRAMMAR SELECTION & GRADATION​

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Specifies both the set of grammatical structures to be taught and the order in which they should be taught.​

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GRAMMATICAL SYLLABUS:

Concerned with the grouping and sequencing of teaching items in a syllabus.​

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GRADATION​: