Curriculum Development in Language Teaching /
edited by Jack C. Richards.
- 1st ed.
- New York : Cambridge University Press, 2001.
- xiv, 321 p. : ill. ; 24 cm.
- Cambridge Language Education .
Includes bibliographical references and indexes.
"This text provides a systematic introduction to the issues involved in developing, managing, and evaluating effective second and foreign language programs and teaching materials. Key stages in the curriculum development process are examined, including situation analysis, needs analysis, goal-setting, syllabus design, materials development and adaptation, teaching and teacher-support, and evaluation. Taken into account are such factors as program content, program context, learner needs, teaching aims and objectives, and the selection of instructional materials. Practical task and discussion activities throughout the book enable it to be used both in in-service courses and as a reference text for coordinators, teachers, and program administrators." (Book Cover) CONTENTS: Preface 1. The Origins of language curriculum development Historical background Vocabulary selection Grammar selection and gradation Assumptions underlying early approaches to syllabus design Appendix 1: Entries from A General Service List of English Words Appendix 2: Entries from Cambridge English Lexicon Appendix 3: Part of an early English grammatical syllabus Discussion questions and activities References 2. From syllabus design to curriculum development The quest for new methods Changing needs for foreign languages in Europe English for specific purposes Needs analysis in ESP Communicative language teaching Emergence of a curriculum approach in language teaching Discussion questions and activities Appendix 1: Example of scientific writing Appendix 2: Words found often in academic reading materials References 3. Needs analysis The purposes of needs analysis What are needs? The users of needs analysis The target population Administering the needs analysis Procedures for conducting needs analysis Designing the needs analysis Making use of the information obtained Discussion questions and activities Examples of needs analyses Appendix 1: Designing a questionnaire Appendix 2: Needs analysis questionnaire for Cantonese learners Appendix 3: Needs analysis questionnaire for non-English-background students References 4. Situation analysis Societal factors Project factors Institutional factors Teacher factors Learner factors Adoption factors Profiling the factors identified in the situation analysis Discussion questions and activities Appendix 1: Situation analysis profile Appendix 2: Matrix for identifying factors in curriculum renewal process References 5. Planning goals and learning outcomes The ideology of the curriculum Stating curriculum outcomes Nonlanguage outcomes and process objectives Discussion questions and activities Appendix 1: Behavioral objectives Appendix 2: Listening and conversation skills Appendix 3: ESOL standards for grades 4-8 References 6. Course planning and syllabus design The course rationale Describing the entry and exit level Choosing course content Determining the scope and sequence Planning the course structure Preparing the scope and sequence plan Discussion questions and activities Appendix 1: Proficiency descriptions for the domain of speaking Appendix 2: Description of performance levels: writing Appendix 3: Band descriptors for oral interaction skills Appendix 4: Grammar items and their sequence in a first-year English course Appendix 5: Threshold level syllabus Appendix 6: Skills syllabus for listening and speaking Appendix 7: Designing a course from texts Appendix 8: A unit from Passages 1 Appendix 9: Part of the scope and sequence chart from New Interchange, vol. 1 References 7. Providing for effective teaching The institution The teachers The teaching process The learning process Discussion questions and activities Appendix 1: Institutional mission statement Appendix 2: Best practice in English language teaching Appendix 3: Assessment criteria for teaching practice Appendix 4: Checklist for evaluating a teacher's lesson Appendix 5: Qualities and competencies of a good English teacher Appendix 6: Self-evaluation of a teacher's lesson Appendix 7: Student appraisal form Appendix 8: Peer appraisal form References 8. The role and design of instructional materials Authentic versus created materials Textbooks Evaluating textbooks Adapting textbooks Preparing materials for a program Managing a materials writing project Monitoring the use of materials Discussion questions and activities Appendix 1: Guidelines for developing reading activities Appendix 2: Checklist for evaluation and selection of course books Appendix 3: Case study of materials development project References 9. Approaches to evaluation Purposes of evaluation Formative evaluation Illuminative evaluation Summative evaluation Issues in program evaluation Procedures used in conducting evaluations Discussion questions and activities Appendix: Examples of program evaluations References
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Language and languages--Study and teaching. Curriculum planning.