lecture 5: curriculum development in esl: roles and responsibilities dr. douglas fleming faculty of...
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lecture 5:
Curriculum Development in ESL: Roles and
Responsibilities
Dr. Douglas FlemingFaculty of Education
There are four basic orientations in regards to general education curricula:
Scholar/ Academic Social Efficiency Learner Centered Social Reconstruction
Schiro (2008)
Scholar/ Academicoften called ‘rationalist’, ‘traditional’,
‘knowledge-centered’, ‘intellectual’ or ‘canon-centered’.
the purpose of education is to impart accumulated knowledge from culture and tradition
knowledge is constructed by academic disciplines: hierarchically-based communities searching for objective truths
curricula are constructed in ways that impart these truths to a new generation of students
all students should be exposed to disciplinary knowledge regardless of their vocational goals
an important prerequisite for participatory citizenship, critical thinking and social cohesion
often popular in times of political crisisassociated with Lester Ward, Charles Eliot,
W.E. DuBois, E.D. Hirsch, and Allan Bloombasis of current disciplinary models of
secondary school curricula
students are being initiated into disciplinary knowledge
imparting the basic tenants of the pertinent fieldbut, this is not a matter of inculcating
encyclopedic knowledgestudents should think and behave like novice
members of a discipline“participate in the process that makes possible
the establishment of knowledge” (Bruner, 1966, p.72).
Social Efficiencyoften called ‘technological’’, ‘social
behaviorist’, or ‘systems-based’.the purpose of education is to develop
people who are educated and trained for the needs of society or a specific milieu
curricula designed to achieve clearly defined concrete and measurable terminal objectives that are determined systematically and through scientifically-based procedures
students learn by doingthe focus of instruction is on the mastery
of skills and behaviors through practicelearning occurs in terms of cause/ effect
and stimulus/ responseinstruction is geared towards specific
work or home related purposesthere is no need for all students to learn a
uniform basic body of knowledge as a prerequisite for more advanced training
the selection and sequencing of instructional content is key
steps:◦define appropriate learning objectives;◦establish useful learning experiences;◦organize learning experiences to have a
maximum cumulative effect;◦evaluate and revise the curriculum.
stress on accountability to stakeholdersassociated with Franklin Bobbitt, Ralph Tyler
and B.F. Skinner
Learner-Centeredoften called ‘progressive’, ‘experiential’,
‘child study’, ‘self-actualization’ or ‘humanist’.
the purpose of education is to meet the needs of individuals so that they can grow in harmony with their own unique talents, skills and desires.
curricula are designed to expose students to contexts and influences that will stimulate growth and the construction of unique forms of meaning.
all students are uniquepedagogy is centered on the vision of an
ideal school which emphasizes first-hand experience, play, experimentation, and hands-on activities.
activities often have a focus that extends beyond the wall of the school
active democratic citizenship is emphasized associated with John Dewey, Jean-Jacques
Rousseau, Howard Gardner, Fredrich Froebel, G. Stanley Hall and Francis Parker
students are encouraged to become autonomous learners
learners are whole people engaged in the construction of meaning (constructivism)
learning occurs in stages and is done through many different types of styles
teachers are generalists, facilitators, diagnosticians and providers of learning environments
“a child’s own instincts… furnish the starting point for all education” (Dewey, 1897, p.77).
Social Reconstruction Ideologyoften called ‘critical’, or ‘society-centered’. the purpose of education is to help create a
more just society.based on an analysis of society as being
rife with crisis and inequalities based on problematic constructions of gender, race, ethnicity, sexual orientation, and class.
curricula are designed to foster a commitment to societal change that addresses the above inequalities.
knowledge is socially constructed through experience
people shape their viewpoints through experiences in cultural practices and in the context of societal crisis
pedagogy is centered on the vision of an ideal society
associated with Lester Frank Ward, A. S. Neill, Ivan Illich, John Dewey, Miles Horton, Paulo Freire, Neil Postman and Charles Weingarten.
students should reevaluate their assumptions and viewpoints so that they become committed to societal change
activities within school should lead to actions outside of school
teachers have a collegial relationship with their students
“There is no such thing as teachers and students, but teacher/students and student/teachers ” (Freire, 1970, p.67).
Johnson (1989) conceived of three approaches
to how participants are assigned roles in curriculum implementation:◦specialist (top-down hierarchical chain of
command);◦ learner-centered (all participants are involved
at every stage of decision making);◦ integrated (all participants have an
awareness of all the decisions to be made, but have responsibility only in the areas in which they are best qualified).
To what degree should teachers be curriculum designers in ESL?
Markee (1997) pointed out that there have traditionally been three different levels of curriculum and lesson planning in ESL:Long-term strategic planning is the purview of
project directors or administrators;Medium-term tactical planning is produced through
negotiation between teachers and administrators;Short-term operational planning is developed
through negotiations between teachers and students.
Breen (1984), however, contended that these distinctions about curriculum decision-making roles are no longer valid in the context of communicative language teaching;
teachers organize activities that actively
engage students in using the target language;
thus, the activity of learning the language has become as important as the language itself;
these activities form the curriculum, rather than a rigid syllabus of language items.
group discussion:
what is your role in regards to curriculum planning?
what is your orientation towards curricula (Scholar/Academic; Social Efficiency; Learner Centered; Social Reconstruction)?
In your teaching situation, when would it be better to use:testing or assessmentsummative or formative assessmentpaper/pencil or performance assessment?
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