1 The origins of language curriculum development 2 From syllabus design to curriculum development 3 Needs analysis 4 Situation analysis 5 Planning goals and learning outcomes 6 Course planning and syllabus design 7 Providing for effective teaching 8 The role and design of instructional materials 9 Approaches to evaluation.

A new edition of a successful title, which has been fully revised and updated to reflect contemporary issues in curriculum. The paperback edition 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. Discussion activities throughout the book enable it to be used as a reference text for teachers and administrators.

Crystal-clear and comprehensive yet concise, this text describes the steps involved in the curriculum design process, elaborates and justifies these steps, and provides opportunities for practicing and applying them. The description of the steps is done at a general level so that they can be applied in a wide range of particular circumstances. The process comes to life through plentiful examples of actual applications of the steps. Each chapter includes: examples from the authors’ experience and from published research tasks that encourage readers to relate the steps to their own experience case studies and suggestions for further reading that put readers in touch with others’ experience Curriculum, or course, design is largely a 'how-to-do-it' activity that involves the integration of knowledge from many of the areas in the field of Applied Linguistics, such as language acquisition research, teaching methodology, assessment, language description, and materials production. Combining sound research/theory with state-of-the-art practice, Language Curriculum Design is widely applicable for ESL/EFL language education courses around the world.

This edited collection bridges successful teaching and learning ideas across the fields of languages, literatures, and linguistics.

A well-designed curriculum directly impacts how a teacher teaches and a student learns. Design effective curricula with your students in mind to increase student success. Learn the basics of this fundamental skill and walk through the essential steps to take when designing curriculum -- Provided by the publisher.

This book applies social theory to curriculum design and sets out a program for language curriculum renewal for the 21st century. It includes many examples of text-based curricula and describes a plan for curriculum renewal based on texts as the unit of analysis for planning, for teaching and for assessment. Underpinned by Halliday’s semiotic theory of language, the book combines the theory of language as a resource for meaning-making with learning language as learning to mean. The curriculum design constructs curriculum around social practices and their texts rather than presenting language as grammatical and lexical objects. This work will provide teachers, teacher educators and curriculum planners with a curriculum model for teaching children and adults in different contexts from preschool to adult education as well as serving as a practical guide for students.

This book introduces and explains a series of tools for curriculum renewal and revitalization in English for Academic Purposes (EAP) programs, based on the experiences of the authors in successfully implementing a new curriculum in a large EAP program in North America. The book focuses on the why and how of introducing curriculum change, while also engaging critically with the realities of day-to-day classroom practice and the important issue of teacher engagement. While maintaining a principles-driven approach, each chapter is also filled with tools, samples and case study examples, grounding the book in practice and making it an essential resource for language teachers, teacher trainers, and students on TESOL and related courses.

Curriculum design options cover a continuum from regional and school-based programs to national and international frameworks. How does policy speak to practice? What have teacher-researchers discovered through in-classroom studies? Where do you begin to describe or measure ‘effective’ language education curriculum design? The Routledge Handbook of Language Education Curriculum Design presents a comprehensive collection of essays on these issues by 31 established practitioners and new researchers. Informed by experienced scholarship and fresh studies, this handbook shares international perspectives on language education from policy and curriculum to teacher training and future directions. The handbook addresses language education curriculum design across five sections: Language curriculum design: perspectives, policies and practices Designs across the curriculum Curriculum designs in language education Curriculum resources, evaluation and assessment Teacher education, research and future projects With contributions from Australia, Brazil, Indonesia, Switzerland, Timor-Leste and more, the handbook represents the breadth of research into and the global implications for sound language education curriculum design. It considers equally the needs of students and policy makers from urban metropolises and remote communities. It is designed to reinvigorate discussions about education policy, curriculum management and the role of teacher-researchers.

In the United States today there is lively discussion, both among educators and employers, about the best way to prepare students with high-level language and cross-cultural communication proficiency that will serve them both professionally and personally in the global environment of the twenty-first century. At the same time, courses in business language and medical language have become more popular among students. Language for Specific Purposes (LSP), which encompasses these kinds of courses, responds to this discussion and provides curricular models for language programs that build practical language skills specific to a profession or field. Contributions in the book reinforce those models with national survey results, demonstrating the demand for and benefits of LSP instruction. With ten original research-based chapters, this volume will be of interest to high school and university language educators, program directors, linguists, and anyone looking to design LSP courses or programs in any world language.

Issues of language curriculum development underlied the planning and implementation of language teaching programmes. These papers argue for the process to be made explicit and deal with curriculum planning, specification of ends and means, programme implementation and classroom implementation.