Includes bibliographical references (pages 308-320) and index.

Introduction

1. The nature of curriculum
Introduction
1.1 Internal and external influences on curriculum
1.2 The nature of curriculum
1.3 Curriculum and the teacher
1.4 Curriculum as product and process
Conclusions
Discussion questions
Appendix 1 Extract from a state curriculum (Hong Kong Government 2004, 4-6)
Appendix 2 The Austrian education system
Appendix 3 Extract from an institutional curriculum (Lone Star College System 2013-2014, 6-7)
Appendix 4 Extract from a general curriculum (Council of Europe 2001)
Appendix 5 Extract from a teacher’s curriculum
Case study 1 Developing a course in creative non-fiction / Dino Mahoney
Case study 2 An institutional curriculum for a pre-service English teacher-education program / Christian Rudianto

2. Syllabus design: a brief history
Introduction
2.1 The nature of syllabus design
2.2 Selection and gradation
2.3 Vocabulary selection
2.4 Grammar selection
Conclusions
Discussion questions
Appendix 1 The most frequent content words in the British National Corpus (from Kennedy 1998)
Appendix 2 Headwords of the Academic Word List (Coxhead 2011)
Appendix 3 Part of an early English grammatical syllabus (from Hornby 1959)
Case study 3 A course in English for baristas / Kyle Smith

3. New directions in syllabus and curriculum design
Introduction
3.1 The quest for new methods
3.2 Changing needs for foreign languages in Europe
3.3 Communicative Language Teaching
3.4 The search for new syllabus models
3.5 English for Specific Purposes
3.6 Needs analysis in ESP
3.7 Emergence of a curriculum approach in language teaching
Conclusions
Discussion questions
Appendix 1 Threshold level syllabus (from Van Ek and Trim 1998)
Case study 4 An ESP course for international students / Sasha Wajnryb
Case study 5 Language learning and technology / Christoph A. Hafner

4. Needs analysis
Introduction
4.1 The nature of needs
4.2 Course design for learners who may have no specific need
4.3 Larger-scale needs analysis
4.4 The goals of needs analysis
4.5 The users of needs analysis
4.6 The target population
4.7 Procedures for conducting large-scale needs analysis
4.8 Making use of the information obtained
4.9 Applying the findings of needs analysis
Conclusions
Discussion questions
Appendix 1 Questionnaire to determine learners’ subjective needs
Appendix 2 Needs analysis questionnaire for non-English-background students (from Gravatt, Richards, and Lewis 1997)
Appendix 3 Needs assessment questionnaire for use in designing a course for adults at beginner level (from TAS 2011, Appendix K, pp. 81-82)
Case study 6 Planning a course in technical communication / Lindsay Miller
Case study 7 Developing a foundation course for college students / Rob Haines

5 Context and the curriculum
Introduction
5.1 The sociocultural environment
5.2 The learners
5.3 The teachers
5.4 The institution
5.5 Means of delivery
5.6 Adoption factors
5.7 Profiling the factors identified in the situation analysis
Conclusions
Discussion questions
Appendix 1 Situation analysis profile
Appendix 2 Matrix for identifying factors in curriculum renewal process (from Rodgers 1984)
Case study 8 Effective classroom management for in-service teachers / Husai Ching
Case study 9 A blended undergraduate course in Ecuador / José Lema

6 Curriculum aims and outcomes
Introduction
6.1 Goal setting in backward design
6.2 Aims, objectives, learning outcomes, competencies
6.3 Standards
6.4 Process outcomes
Conclusions
Discussion questions
Case study 10 Developing a course on discussion skills / Michael Griffin

7 Course planning
Introduction
7.1 Determining the level of the course
7.2 Choosing a syllabus framework
7.3 Content-based syllabus and CLIL
7.4 Competency-based syllabuses
7.5 Task-based syllabus
7.6 Text-based syllabus Conclusions
Discussion questions
Appendix 1 The ACTFL Proficiency Guidelines 2012 – For Speaking
Appendix 2 Description of performance levels; writing (adapted by Paltridge from the IELTS test [Paltridge 1992])
Appendix 3 Some common text types
Appendix 4 Designing a course from texts (from Burns and Joyce 1997)
Case study 11 Developing a content-based course / Lindsay Miller
Case study 12 A CLIL course: The Thinking Lab Science / Rosa Bergadà
Case study 13 A pre-university course for international students in Australia / Phil Chappell

8 Course planning (2)
Introduction
8.1 Skill-based syllabus
8.2 Functional syllabus
8.3 Grammatical syllabus
8.4 Vocabulary syllabus
8.5 Situational syllabus
8.6 Determining the scope and sequence
8.7 Developing instructional segments Conclusions
Discussion questions
Appendix 1 Skills syllabus for listening and speaking from Malaysian Secondary School Syllabus form IV (1989)
Appendix 2 Curriculum for a listening class – Curriculum design: Low-Intermediate Adult ESL Listening Class by Rebecca Nicholson
Appendix 3 Grammar items and their sequence in a first-year English course (from Richards and Bohlke 2012)
Case study 14 A course for first-year university students / Phil Wade
Case study 15 A general English course for international students / Frank S. Rogers

9 Curriculum as process
Introduction
9.1 An alternative understanding of curriculum
9.2 What teachers bring to teaching
9.3 How teachers think about lesson purposes
9.4 What happens during lessons
Conclusions
Discussion questions
Appendix 1 Example of exploratory practice (EP) (Edwards 2005)
Case study 16 Thinking through English / Alan S. Mackenzie

10 Textbooks, technology, and the curriculum
Introduction
10.1 Textbooks as teaching resource
10.2 Criticism of textbooks
10.3 Authentic versus created materials
10.4 Evaluating textbooks
10.5 Adapting materials
10.6 Monitoring the use of materials
10.7 Technology as a teaching and learning resource
10.8 Support provided by technology
10.9 Examples of the use of technology in teaching the four skills
Conclusions
Discussion questions
Appendix 1 ESL reading textbook evaluation checklist (from Miekley 2005)
Appendix 2 Evaluating technology Case study 17 Using textbooks in a large-scale language program / Eric Anthony Tejeda Evans
Case study 18 Using the resources of technology in a college English program / Hiroyuki Obari

11 Approaches to evaluation
Introduction
11.1 The focus of evaluation
11.2 Audience for evaluation
11.3 Quantitative and qualitative approaches
11.4 Product-focused evaluation
11.5 Formative and summative evaluation
11.6 The importance of documentation
11.7 Evaluating the evaluation
11.8 Procedures used in conducting evaluations
11.9 Process-focused evaluation: descriptive and reflective evaluation
11.10 Implementing reflective evaluation
Conclusions
Discussion questions
Appendix 1 Best practice in English language teaching
Case study 19 Evaluating an in-service program for English language teachers / Geoffrey Crewes
Case study 20 Evaluating the content of an EAP program / Jonathan Newton
Case study 21 Evaluating an English course for tertiary-level learners / David Crabbe

References

"Curriculum Development in Language Teaching Second edition has been thoroughly revised and updated to reflect contemporary issues in curriculum. As well as describing and examining a traditional product-focused curriculum perspective, it considers curriculum from the perspective of classroom processes. Case studies, which are used to exemplify issues and questions - within and at the end of each chapter - allow for reflection and discussion." (Book Cover)