English Language Learning & Teaching:
Curriculum Design and Renewal
Dr. Desmond Thomas,
International Academy,
University of Essex
Indicated reading (note dates!)
• Clark,J. 1987, Curriculum Renewal in School
Foreign Language Learning, Oxford
• Johnson, K. 1982, Communicative Syllabus
Design and Methodology, Pergamon
• Munby, J. 1978, Communicative Syllabus
Design, Cambridge University Press
• White, R. 1988, The ELT Curriculum,
Blackwell.
Also very useful ...
• Denise Finney, 2002, The ELT
Curriculum: A Flexible Model for a
Changing World. In Richards R. &
Renandya, W. (eds.) Methodology in
Language Teaching, Cambridge
University Press
• Should be available as a pdf download
What is meant by ‘curriculum’?
Many definitions but most include:
• Specification of educational aims
• Specification of content, teaching
procedures, learning experiences
• Specification of a means of assessment
to measure achievement of aims
Eg: http://curriculum.qcda.gov.uk/
Munby’s Route to Curriculum Design
A more traditional route would be ....
Educational
value
systems
Approaches
to Teaching
& Learning
Curriculum
Design
Syllabi,
Materials &
Methods,
Activities
Clark’s educational value systems (1)
• Classical humanism is elitist,
concerned with generalizable
intellectual capacities and with the
transmission of knowledge, culture and
standards from one generation to
another.
• Implications for curriculum design at
national and local levels?
Clark’s educational value systems (2)
• Reconstructionism is concerned with
bringing about social change through
the educational system, with achieving
a social consensus on common goals,
and with planning vigorously to achieve
them
• Implications for curriculum design?
Clark’s educational value systems (3)
• Progressivism is concerned with the
development of the individual as a
whole person, with personal and group
responsibility, with promoting natural
learning processes through various
stages of development, and with
fostering a capacity for learning
• Implications for curriculum design?
Value systems in conflict
The case of Slovakia in the 1990s:
• Reconstructionist syllabi in the process
of being rejected
• Progressivist materials and methods
imported from UK/USA
• Classical humanist assessment
procedures
‘Content’ model of curriculum design
• Based on classical humanist values
• Central focus is knowledge to be
transmitted from teacher to learners:
grammar rules, vocabulary lists etc.
• Methods: grammar-translation, drilling,
memorization, emphasis on accuracy
‘Objectives’ model of CD
• Based on reconstructionist values
• Central focus is the scientific
management of education and the
profiling of learners whose performance
is measured against specific targets
• Methods: stronger emphasis on skills
development and the functions of
language - not just linguistic knowledge
‘Process’ model of CD
• Based on progressivist values
• Focus is on learner needs, interests and
development. (The ‘learner-centred’
curriculum)
• Methods: CLT, project work etc.
The mixed-focus model of CD
• An integrated approach which can
combine different syllabi – linguistic,
skills etc.
• Focus is on the need to adopt a flexible
approach based on learners needs and
targeted levels of achievement
• Methods: dependent on the context
• Assessment implications ???
The Council of Europe Framework
• The Common European Framework of
Reference (CEFR) provides a basis for
the mutual recognition of language
qualifications.
• It is increasingly used in the reform and
renewal of national curricula
• It describes: language competences at
different levels (levels of proficiency)
The CEFR Levels
A1:
A2:
B1:
B2:
C1:
C2:
Basic User (Beginner)
Basic User (Elementary)
Independent User (Pre-Intermediate)
Independent User (Intermediate)
Proficient User (Upper-intermediate)
Proficient User (Advanced)
http://www.coe.int/t/dg4/linguistic/cadre_en.asp