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English Language Curriculum Foundations(EDUC 2200)
2nd Semester (2014-2015)
Instructor: Dr. Sadek Firwana
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Curriculum is a focus of study, consisting of
various courses all designed to reach a
particular proficiency or qualification.
What is Curriculum?
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Curriculum refers either to all of the courses offered by an
educational institution or to the courses offered in a specific
program. For example, you can refer to the “English Language
curriculum" when you are talking about the series of courses that
English Language Teachers must take as undergraduates in order to
become teachers.
What is Curriculum?
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Curriculum can also be used to describe the courses that
a student at a given school or university MUST take in
order to complete a degree or qualification, whereas
other courses that he/she simply chooses to take may be
called "electives."
What is Curriculum?
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A syllabus is an outline/plan/list of a specific course
prepared by the instructor. It includes the topics to be
covered, their order, often the required and suggested
reading material, and any other relevant information.
What is a Syllabus?
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Thus, the syllabus is the content, the list of
topics/concepts to be taught, whereas the curriculum
is a consideration of the objectives, the content,
methods chosen to achieve those objectives. It
could/should contain a consideration of the kind of
assessment one will use to check progress.
Curriculum Vs. Syllabus?
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There is a wide range of factors (= elements contributing to a particular result or situation) to consider when designing a curriculum. These include:
the learners’ present knowledge and lacks, the resources available including time, the skill of the teachers, the curriculum designer’s strengths and
limitations, andprinciples of teaching and learning.
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If factors such as these are not considered,
then the course may be unsuited to the
situation and learners for which it is used,
and may be ineffective as a means of
encouraging learning.
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In the curriculum design process these factors are considered in three sub-processes, environment analysis, needs analysis and the application of principles.
The result of environment analysis is a ranked list of factors
and a consideration of the effects of these factors on the design.
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The result of needs analysis is a realistic list of
language, idea or skill items, as a result of
considering the present proficiency, future
needs and wants of the learners.
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The application of principles involves first of all
deciding on the most important principles to
apply and monitoring their application through
the whole design process. The result of applying
principles is a course where learning is given
the greatest support.
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PRINCIPLES UNDERLYING THE CURRICULUM
OF ENGLISH AS A FOREIGN LANGUAGE
The following principles are held to be true and self-evident:
1. LANGUAGE LEARNING IS LEARNING
TO COMMUNICATE.
Language is used by its speakers to express
themselves, to interact with others, to gain information
(academic and otherwise), and to learn about the
world around them.
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2. LANGUAGE VARIES.
Speakers of a language are aware of
the need to vary language use
according to the context of
communicative interaction, i.e.
language varies with variation in
topic, participants, setting, purpose,
and medium (verbal or written).
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3. LEARNING A NEW LANGUAGE IS BECOMING FAMILIAR WITH A NEW CULTURE.
Learners of a new language become aware of
new values, norms, thought patterns, and
beliefs. As a result of this cultural exposure
and of the ensuing analysis of similarities and
differences with native culture, learners
develop understanding of, respect for, and
appreciation of diversity of cultural
backgrounds.
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4. LANGUAGE LEARNING IS MOST EFFECTIVE WHEN IT TAKES PLACE THROUGH MEANINGFUL, INTERACTIVE TASKS.
Language learners will thus learn most when
they are engaged in meaningful, purposeful
activities of social and cognitive nature in
the context of the classroom (content-based
instruction) and outside it (social settings).
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5. LANGUAGE SKILLS ARE INTERDEPENDENT.
Listening, speaking, reading, and writing skills are not
thought of by language users as independent skills; they
are rather perceived as interdependent where one skill
often activates the other skills as well as the
paralinguistic* skills for the achievement of effective
communication.* Paralinguistics are the aspects of spoken communication that do not involve words. These may add emphasis or shades of meaning to what people say.
Examples Body language, gestures, facial expressions, tone and pitch of voice
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Types of Curricula
Horizontal curriculum - Basic
curriculum taught within a year or a
semester.
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Types of Curricula
Vertical curriculum - Curriculum taught
from year to year.
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Types of Curricula
Spiral curriculum - Certain concepts
and skills are taught every year, but in an
upward spiral of difficulty.
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Types of Curricula (Contd.)
Intended curriculum is the explicit and
approved curriculun and is usually
written in the form of curriculum guides
or lesson plans.
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Types of Curricula (Contd.)
Hidden curriculum is not written anywhere
but is still pervasive. It varies from teacher
to teacher, depending on individual values
and interests. Teachers can teach the same
lesson plans but teach very different lessons
depending on their values, subject
knowledge and interests.
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Types of Curricula (Contd.)
Null curriculum is whatever the teacher deletes or omits because of lack of time, interest or knowledge.
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Types of Curricula (Contd.)
Delivered curriculum/Curriculum-in-use may differ greatly from the intended, planned curriculum. Each teacher plans different lessons and delivers the intended curriculum in a unique way.
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Types of Curricula (Contd.)
Experienced/Received curriculum is what the children receive and differs with each child due to differences in aptitude, interests, and preexisting knowledge.
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Types of Curricula (Contd.)
Concomitant curriculum What is taught, or emphasized at
home, or those experiences that are part of a family's
experiences, or related experiences sanctioned by the
family. (This type of curriculum may be received at religious
institutions, in the context of religious expression, lessons on
values, ethics or morals, molded behaviors, or social
experiences based on the family's preferences.)
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Types of Curricula (Contd.)
Structural-lexical curriculum is one
where the principal objective is for the
learners to acquire the grammatical
structures and vocabulary of the language
they are learning.
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Types of Curricula (Contd.)
Situational curriculum the principal
organizing characteristic is a list of situations
which reflects the way language and behavior
are used everyday outside the classroom. The
content of a situational syllabus is a collection
of real or imaginary situations in which
language occurs or is used.
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Types of Curricula (Contd.)
Notional/Functional curriculum
The content of the notional/functional syllabus is a
collection of the functions that are performed when
language is used, or of the notions that language is used
to express. Examples of functions include: informing,
agreeing, apologizing, requesting; examples of notions
include size, age, color, comparison, time, and so on.
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Types of Curricula (Contd.)
A skill-based curriculum:
The primary purpose of skill-based instruction
is to learn the specific language skills. A
possible secondary purpose is to develop more
general competence in the language, learning
only incidentally any information that may be
available while applying the language skills.
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Types of Curricula (Contd.)
Theme-based Curriculum
A theme-based curriculum provides students with
opportunities to develop deeper knowledge of a
few “big ideas = themes”. It also enables
teachers to link different disciplines meaningfully.
It reinforces concepts and vocabulary in an
ongoing manner. Example: Dining in a Chinese
Restaurant
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Ralph Tyler (1949) Basic Principles of Curriculum and Instruction, stressed four basic questions for teachers to use when developing curriculum that are still appropriate today:
What shall we teach?How shall we teach it?How can we organize it?How can we evaluate it?