Curriculum Development in Language Teaching /
Jack C. Richards.
- 2nd ed.
- New York, NY : Cambridge University Press, 2017.
- xii, 335 p. : cov. ill. ; 25 cm.
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 / Case study 2 An institutional curriculum for a pre-service English teacher-education program / Dino Mahoney 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 / Case study 5 Language learning and technology / Sasha Wajnryb 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 / Case study 7 Developing a foundation course for college students / Lindsay Miller 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 / Case study 9 A blended undergraduate course in Ecuador / Husai Ching 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 / Case study 12 A CLIL course: The Thinking Lab Science / Case study 13 A pre-university course for international students in Australia / Lindsay Miller Rosa Bergadà 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 / Case study 15 A general English course for international students / Phil Wade 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 / Case study 18 Using the resources of technology in a college English program / Eric Anthony Tejeda Evans 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 / Case study 20 Evaluating the content of an EAP program / Case study 21 Evaluating an English course for tertiary-level learners / Geoffrey Crewes Jonathan Newton 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)
9781316625545 (pbk)
2016478440
Language and languages--Study and teaching. Curriculum planning.