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