The Originsof LanguageCurriculum

Development

THE ORIGINS

OF

LANGUAGE

CURRICULUM

DEVELOPMENT

1/ INTRODUCTION -HISTORICAL BACKGROUND

2/ VOCABULARY SELECTION

3/ GRAMMAR SELECTION AND GRADATION

4/ ASSUMPTIONS

CONTENTS :

LANGUAGE CURRICULUM DEVELOPMENT

• Is an aspect of a broader field of educational activity known as curriculum development or curriculum studies.

• Curriculum development focuses on determining what knowledge, skills, and values students learn in schools or educational systems can be planned, measured and evaluated.

LANGUAGE CURRICULUM DEVELOPMENT

• It refers to the field of applied linguistics that addresses these issues. It describes the interrelated set of processes that focuses on designing, revising, implementing and evaluating language program.

SYLLABUS

DESIGN

- An aspect of

curriculum

development

- A specification of

content of course

instructions and lists

of what to be taught

and tested

- Began much earlier

than curriculum

development

CURRICULUM

DEVELOPMENT

- A set of processes:

Determine the needs of

the learners

Develop the aims and

objectives to address

those needs

Determine an

appropriate syllabus

design

Carry out an evaluation

of the program

- Began in 1960s

A syllabus is a specification of the

content of a course of instruction and

lists what will be taught and tested.

Thus, the syllabus for a speaking

course might specify what kinds of

oral skills that will be taught and

practiced during the course, the

functions, topics, or other aspects of

conversations that will be taught, and

the order in which they will appear in

the course.

Syllabus design is the process of

developing a syllabus.

Curriculum Development is more

comprehensive process than syllabus

design. It includes the processes that are

used to determine the needs of a group of

learners, to develop aims or objectives for

a program to address those needs, to

determine the appropriate syllabus,

course structure, teaching methods, and

materials, to carry out an evaluation of the

language program that result from these

processes.

Teaching methods in 19th – 20th

century

Grammar Translation Method (1800 - 1900)Direct Method (1890 - 1930)Structural Method (1930 - 1960) Reading Method (1920 - 1950)Audio-lingual Method (1950 - 1970)Situational Method (1950 - 1970)Communicative Approach (1970 -present)

Teaching methods in 19th – 20th century

Grammar Translation Method (1800 - 1900)The grammar-translation method is a method of teaching foreign languages derived from the classical (sometimes called traditional) method of teaching Greek and Latin. In grammar-translation classes, students learn grammatical rules and then apply those rules by translating sentences between the target language and their native language. Advanced students may be required to translate whole texts word-for-word. The method has two main goals: to enable students to read and translateliterature written in the target language, and to further students’ general intellectual development

Teaching methods in 19th – 20th century

Direct Method (1890 - 1930)The direct method of teaching was developed as a response to the Grammar-Translation method. It sought to immerse the learner in the same way as when a first language is learnt. All teaching is done in the target language, grammar is taught inductively, there is a focus on speaking and listening, and only useful ‘everyday' language is taught. The weakness in the Direct Method is its assumption that a second language can be learnt in exactly the same way as a first, when in fact the conditions under which a second language is learnt are very different.

Teaching methods in 19th – 20th century

Direct Method (1890 - 1930)

Example

The teacher explains new vocabulary using

realia, visual aids or demonstrations.

In the classroom

Aspects of the Direct Method are still evident in

many ELT classrooms, such as the emphasis on

listening and speaking, the use of the target

language for all class instructions, and the use

of visuals and realia to illustrate meaning.

Teaching methods in 19th – 20th centuryAudio-lingual Method (1950 - 1970)

The audio-lingual method was developed in the USA around World

War II when governments realized that they needed more people

who could conduct conversations fluently in a variety of languages,

work as interpreters, code-room assistants, and translators.

However, since foreign language instruction in that country was

heavily focused on reading instruction, no textbooks, other materials

or courses existed at the time, so new methods and materials had to

be devised. For example, the U.S. Army Specialized Training

Program created intensive programs based on the techniques

Leonard Bloomfield and other linguists devised for Native American

languages, where students interacted intensively with native

speakers and a linguist in guided conversations designed to decode

its basic grammar and learn the vocabulary. This "informant method"

had great success with its small class sizes and motivated learners

Situational Method (1950 - 1970)The oral approach or situational method was developed from the 1930s to the 1960s by British applied linguists such as Harold Palmer and A.S. Hornsby.It was discovered that languages have a core basic vocabulary of about 2,000 words that occurred frequently in written texts, and it was assumed that mastery of these would greatly aid reading comprehension. Parallel to this was the notion of "grammar control", emphasizing the sentence patterns most-commonly found in spoken conversation.

Communicative Approach (1970 - present)

Communicative language teaching(CLT), also known as the Communicative Approach, emphasizes interaction as both the means and the ultimate goal of learning a language. Despite a number of criticisms[15] it continues to be popular, particularly in Europe, where constructivist views on language learning and education in general dominate academic discourse. Although the 'Communicative Language Teaching' is not so much a method on its own as it is an approach.

Principles of Structural Method (Palmer, 1922)

Initial preparationHabit-formingAccuracyGradationProportionConcretenessInterestOrder of progressionMultiple line of approach

Principles of Structural Method (Palmer, 1922)

Initial preparation- orienting the students towards language learning.Habit- forming- establishing correct habits.Accuracy- avoiding inaccurate languageGradation- each stage prepares the student for the next. Proportion- each aspect of language given emphasis.

Principles of Structural Method (Palmer, 1922)

Concreteness- movement from the abstract to concrete.Interest- arousing student’s interest at all times.Order of progression- hearing before speaking, and both before writing.Multiple line approach- many different ways used to teach the language.

Structural Method (Palmer, 1922)The content and syllabus underlying.

Determining the vocabulary and grammatical

content of a language course—selection and

gradation.

Is it possible to teach the whole of the

language?

Two aspects of Selection

Vocabulary selection

Grammar selection

Vocabulary selection :

Why do you need vocabulary selection?

How do you make vocabulary selection?

A. Why do you need vocabulary

selection ?

Native speakers

-So MANY

-Limited time

What words should be taught in

a second language?

(Richards, 2001, pp. 5)

17,000words

B. How to make selection vocabulary

Vocabulary Selection

Choose randomly Unreliable result

Ex1: Teaching Cantonese (Li and Richards 1995)

Words occurring in one book 1,141 words 63.4%

Words occurring in two books 313 words 17.4%

Words occurring in three books 155 words 8.6%

Words occurring in four books 114 words 6.3%

Words occurring in five books 77 words 4.3%

Football players

generally begin

as amateurs

and the best

players

progress to

become

professional

players.

Normally they

start at the first

youth team

(any local team)

and from there.

David became

the World's

number 1

female squash

player in

January 2006

at the age of

23 to become

the first

Malaysian and

the first Asian

woman to be

ranked World

number 1 in

the sport.

Count

the same

words in

2 texts

Football players

generally begin

as amateurs

and the best

players

progress to

become

professional

players.

Normally they

start at the first

youth team

(any local team)

and from there.

David became

the World's

number 1

female squash

player in

January 2006

at the age of

23 to become

the first

Malaysian and

the first Asian

woman to be

ranked World

number 1 in

the sport.

Choose

words in

the

highest

frequenc

y

In a …… match, the player is ……… by the

……….. if his hand touches the ball in the

………. area .

17 words 80%

20% 4 words

In a soccer match, the player is penalized

by the referee if his hand touches the ball in

the penalty area .

Vocabulary Selection

MEANING

21 words

SPORTS SCIENCEMAGAZIN

EPOETRY

AND

SO

ON….

WIDE RANGE OF DIFFERENT LANGUAGE

SAMPLES

FIND OUT COMMON

VOCABULARY

The

highest

Frequenc

y

Wide range of

different

language

samples

The most useful

vocabulary

The

needs

of

learner

s

Vocabulary Selection

Other Criteria for Determining

Word Lists (Besides Frequency)

Teachability

Similarity

Availability

Coverage

Defining Power

(Richards, 2001, pp. 8)

IN AN INTRODUCTORY

LANGUAGE COURSE

1.Teachability

water

dog

To run

To eat

tomato

2. Similarity

Sô – pha sofa

tem

stamp

Băng

Cát sét

Casset

te

3. Availabitity Black board

teacher

homework

CLASSROO

M

studentschalk

chefwaiter menu customer cashier

bill

RESTAURAN

T

4. Coverage

EMOTION : (happy , sad, angry, boring…)

TASTE : ( sweet, bitter, salt, sour, …)

5. Defining Power

A piece of furniture for one person to sit on,

with a back, a seat and four legs ……… .

A long comfortable seat with a back and arms,

for two or more people to sit on …………

A long seat for two or more people, usually

made of wood ………..

5. Defining Power

A piece of furniture for one person to sit on, with

a back, a seat and four legs chair

A long comfortable seat with a back and arms,

for two or more people to sit on sofa

A long seat for two or more people, usually

made of wood bench

5. Defining Power

A piece of furniture for one person to sit on,

with a back, a seat and four legs a chair

A long comfortable seat with a back and

arms, for two or more people to sit on sofa

A long seat for two or more people, usually

made of wood bench

Other Criteria for Determining

Word Lists (Besides Frequency)

Teachability

Similarity

Availability

Coverage

Defining Power

(Richards, 2001, pp. 8)

IN AN INTRODUCTORY

LANGUAGE COURSE

Vocabulary selection DEPENDS

ON :

The highest frequency

Wide range of different topics

Other criteria in an introductory

course

The needs of target learners

ASKING PERMISSION ?

Please let me use …Do you mind if I use…Is it all right to use …Do you mind me using…Would you mind me using…Would you permit me to use…Would you be so kind as to allow me to use …Would it be possible for me to use…Would you be so kind as to allowme to use..

Grammar Selection & Gradation

HOW WE CAN DETERMINE

What kinds of sentences

structures would be useful to

teach?

Teaching method

Items of purposes and

Materials

Available time of

teaching

Simplicity & CentralityFrequencyLearnability

Suggested principles for developing grammatical syllabus

Suggested principles for developing grammatical syllabus

Simplicity & Centrality: basic simple and central structure of language.

S + V—She runs.S + V + Complement—He is a teacher.S + V + Adverb—The boy plays outsideS + V + Object + Adverb—I put the book in the bag.

Suggested principles for developing grammatical syllabus

Frequency: frequency of occurrence in conversational language( not of grammatical items in texts) (McCarthy & Carter, 1995)

Subject and verb ellipsis—Let’s goTails—And you? Reporting verbs—I was telling…

Suggested principles for developing grammatical syllabus

Learnability: order in which grammatical items are occupied in second language.

Ex5: Interview of ESL (Dulay & Burt, 1973 & 1974)

1. Nouns2. Verbs3. Adjectives4. Verb be5. Possessive pronouns6. Personal pronouns7. Adverse of time8. Requests9. Simple present10. Futures

11. Wh-Qs12. Present continuous13. Directions14. Possessive adjective15. Comparatives16. Offers17. Simple future18. Simple past19. Infinitives/gerunds20. First conditional

IN CASE OF GRAMMAR

SELECTION GRADATION

The approaches to gradation

The approaches to gradation

Linguistic :structures similar to those in native language should be taught first .

I love you

I am a doctor

I want to buy a dress

Intrinsic difficulty: simple structures taught before complex one. He taught me a lesson

The lesson (which) he taught me is very valuable

I love that girl

The girl who I love is the most beautiful one in my class

The approaches to gradation

Communicative need: despite difficulty, somestructures are needed early on in acquisition.

• I went on holiday in Da Lat last summer.• Thank you! I had breakfast.• He failed the exam.

Frequency: occurrence in the target language but if something easy to demonstrate and practice in a classroom context.

• What are you doing?• I am writing.• He is reading.• They are talking to each other.

Gradation approaches

Sequencing of gradation

Linear gradation: introduce one at a time and practiced intensively before moving on

Cyclical /Spiral gradation: Repetition, old to new, items reintroduce throughout course

4. Assumptionsunderlying earlyapproaches to

Syllabus Design

Assumption underlying early

approaches to Syllabus Design

The basic units of language are

Vocabulary and Grammar.

Learners everywhere have the same

needs.

Language learners’ needs are unique.

Process of learning a language is largely

determined by the textbook.

The context of teaching is English as a

foreign language

1. The basic units of language are

Vocabulary and Grammar

Teaching of English largely through its

vocabulary and grammar.

These were seen as the main building blocks

of language development.

The focus was on

“general” English.

Core vocabulary + grammatical

syllabus

The basic for almost all language course

2. Learners have the same needs

3. Learner’s needs are

identified exclusively in terms

of language needs

Teaching English is to teach English

Not to teach to solve their problem thru

English

4. The process of learning a

language is largely determined

by the textbook.

Selection Gradation

Control the

content of the

textbook

5. The context of teaching is

English as a foreign language.

Students study English as a formal subject

but they have no immediate need to use it

outside of the classroom

Classroom and textbook provided the primary

input to the language learning process.

Goal of syllabus developer was to simplify

and rationalize the input as far as possible

thru process of selection and gradation.

References Richards, J. C. (2002). The Origins of

Language Curriculum Development. In

Richards, J.D. (2002) Curriculum

development in language teaching .

Cambridge: Cambridge University Press (pp.

1-22).

Google Images (n.d.). Retrieved from

http://www.google.com/imghp?hl

Discussio

n

Questions

List 5 words that you believe to be

absolutely necessary for an ELL to learn.

Why have you chosen these five words?

If you could chose 5 more words what would

they be? Why did you leave these words off

your first list?