TY - BOOK AU - Richards,Jack C. TI - Curriculum Development in Language Teaching SN - 9781316625545 (pbk) AV - P53 .R493 2017 PY - 2017/// CY - New York, NY PB - Cambridge University Press KW - Language and languages KW - Study and teaching KW - Curriculum planning N1 - 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 N2 - "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) UR - http://www.cambridge.org/ca/cambridgeenglish/catalog/teacher-training-development-and-research/curriculum-development-language-teaching-2nd-edition/curriculum-development-language-teaching-2nd-edition-paperback ER -