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Relevant bibliographies by topics / Curriculum design in language

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Academic literature on the topic 'Curriculum design in language'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "Curriculum design in language"

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Tomlinson, B. "Language Curriculum Design." ELT Journal 66, no. 2 (March 13, 2012): 263–68. http://dx.doi.org/10.1093/elt/ccs010.

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Puji Widodo, Handoyo. "Language Curriculum Design and Socialisation." System 41, no. 3 (September 2013): 891–93. http://dx.doi.org/10.1016/j.system.2013.07.006.

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Reinders, Hayo. "Review of language curriculum design." Innovation in Language Learning and Teaching 7, no. 2 (July 2013): 189–91. http://dx.doi.org/10.1080/17501229.2013.786201.

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Olshtain, Elite. "Changing Directions in Language Curriculum Design." Annual Review of Applied Linguistics 10 (March 1989): 135–44. http://dx.doi.org/10.1017/s0267190500001252.

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Language syllabus or curriculum design is a constantly changing and continuously expanding sub-field of applied linguistics, as pointed out by Yalden (1987). In its historical development it has drawn, on the one hand, upon general syllabus design, and on the other hand upon relevant fields in applid linguistics such as: language teaching methodology, second language acquisition research, and language planning and policy making. The interaction with these fields of specialization has enriched the process of curriculum design and made it senstive and responsive to needs on the one hand and to research and evaluation on the other.

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Stern, H. H., and Birgit Harley. "Second language curriculum renewal." Australian Review of Applied Linguistics 11, no. 1 (January 1, 1988): 147–57. http://dx.doi.org/10.1075/aral.11.1.12ste.

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Abstract Many different patterns of curriculum design have been proposed in recent years. Few of them have gone beyond the drawing board and been implemented in language programs. The Canadian Association of Second Language Teachers, which has recognized as a particular current Canadian problem, the teaching of French in non-immersion settings throughout Canada (so-called ‘Core French’), has launched a three-year project to improve the teaching of Core French through curriculum renewal. The project has adopted one such syllabus design model, that of a multidimensional second language curriculum. The project operates through six task forces and several regional committees. The paper/symposium is concerned with aspects of the rationale of the project, the design and rationale of the curriculum, the

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Paesani, Kate. "Research in Language-Literature Instruction: Meeting the Call for Change?" Annual Review of Applied Linguistics 31 (March 2011): 161–81. http://dx.doi.org/10.1017/s0267190511000043.

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The purpose of this review is to assess whether recent scholarship on language-literature instruction—the deliberate integration of language development and literary study at all levels of the foreign language curriculum—within the context of U.S. institutions of higher education reflects shifts in thinking regarding the role of literature in foreign language curricula. These shifts have come in response to the 2007 Report of the Modern Language Association Ad Hoc Committee on Foreign Languages, which recommended replacing the traditional two-tiered program structure with more coherent curricula that merge language and content, and to the general questioning of communicative language teaching as a viable method for language instruction and adequate preparation for advanced-level work in a foreign language. Current approaches to language-literature instruction and foreign language curriculum design favor multimodal language development that places equal importance on oral and written language and interpretative interaction with literature to construct textual meaning and establish form-meaning connections. This review surveys empirical and classroom practice research on literature in language courses and language in literature courses and concludes with a consideration of larger curricular issues and areas for future research.

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Li, Hui. "Curriculum Designs: Top-down or Bottom-up? —A Case Study in a Technological School of China." Theory and Practice in Language Studies 9, no. 5 (May 1, 2019): 545. http://dx.doi.org/10.17507/tpls.0905.08.

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Competitive education around the world brings up many issues about curriculum design. In order to cultivate the ideal talents with abundant knowledge of language and specialties, it is necessary to design appropriate curricula. This comparative study has been carried out to discuss the appropriateness of curriculum designed for two parallel groups of English learners as a foreign language based on the survey in a technological school, a case study in China. In this special issue, curriculum design is likely to be problematic although it made a little improvement compared to the one before 2010: a) an analogical curriculum has been designed for both groups of students; b) what directions a curriculum design should follow, the more the better? c) how to balance a national curriculum, its localization and its implementation? d) top-down and bottom-up, language and specialty, which matters? This paper eventually puts forwards some suggestions which would be helpful for the future curriculum design.

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Alghazo, Sharif. "The role of curriculum design and teaching materials in pronunciation learning." Research in Language 13, no. 3 (September 30, 2015): 316–33. http://dx.doi.org/10.1515/rela-2015-0028.

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This paper aims to provide insights into the role of curriculum design and teaching materials in the development of English pronunciation skills in EFL contexts. One of the main contextual factors negatively affecting the development of pronunciation abilities of EFL learners relates to the ‘often-unchanging’ curriculum design and the ‘blind’ choice of teaching materials without regard to students’ needs and goals. This study utilises structured interviews and focus group discussions (N=2 sessions) to elicit the views of a group (N=71) of third- and fourth-year English-major students at a university college in Saudi Arabia on the appropriateness of the curriculum design and teaching materials to their learning expectations in the area of English pronunciation. The results show that the great majority of students spoke unfavourably about the overall curriculum and teaching materials and considered those to be among the obstacles that they encounter in their learning of English pronunciation. This finding raises the question of curriculum design of English language teaching programs and the extent to which these curricula meet the needs of learners. The study suggests that a reformation of the structure of the curriculum in the study context is urgently needed and that more involvement of students’ perspectives on the design of curricula is of major importance.

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Esquinca, Alberto, María Teresa De la Piedra, and Lidia Herrera-Rocha. "Hegemonic Language Practices in Engineering Design and Dual Language Education." Association of Mexican American Educators Journal 12, no. 2 (August 17, 2018): 44. http://dx.doi.org/10.24974/amae.12.2.394.

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With the goal of achieving bilingualism and biculturalism, dual language education (DL) has a social justice orientation. As the program option with the best track record of closing the achievement gap between Latinx and White students, DL programs can potentially create environments in which learners can develop knowledge of science, technology, engineering and mathematics (STEM) in two languages. In this article, we present findings from a two-year ethnographic study of engineering design curriculum in a K-5 DL program on the U.S.-Mexico border. Our team researched the implementation of a hands-on, highly interactive, inquiry-based STEM curriculum because immigrant emergent bilinguals from border communities are sometimes excluded from these learning opportunities. During the first year of implementation, the STEM curriculum was not taught following DL goals. Essential principles of DL education, including the use of two languages for instruction and equal status for both languages, were not followed. Lack of familiarity with the STEM curriculum and emerging expertise of engineering design explained this decision partially. Due to a dearth of resources, training, and expertise in engineering and in inquiry-based learning, the implementation failed to meet its counterhegemonic potential. In fact, it may have reproduced hegemonic practices that marginalized emergent bilingual Latinx students.

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Burton, Jill. "Current Developments in Language Curriculum Design: An Australian Perspective." Annual Review of Applied Linguistics 18 (March 1998): 287–303. http://dx.doi.org/10.1017/s0267190500003597.

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The past decade in language curriculum in Australia has been a time of exploration and innovation, and also a time of consolidation. During this period, curriculum planning reflected, first, a swing within the teaching profession to greater teacher responsibility in curriculum (a responsive curriculum), then a swing back to teacher accountability (an explicit curriculum) due to demands external to the teaching profession. In addition, language curriculum in Australia was strongly influenced by communicative language teaching theory (CLT) and the related developments of task-based learning (TBL), needs-based programming, and language as discourse theory.

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Dissertations / Theses on the topic "Curriculum design in language"

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De, Maci Lola De Julio. "Curriculum design in creative writing." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1012.

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Yu, Hsien-Yu. "Computer-assisted English as a foreign language curriculum design." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1311.

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Cannon, Carrie Anne. "Comparison of language arts scores between computerized and teacher differentiation of instruction." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10267616.

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Scholars have focused the majority of differentiated instruction research on the effect that differentiation has on student achievement, but have overlooked whether or not the delivery method makes a difference on student achievement. Research questions: Is there a significant difference in Language Arts fluency total mean scores between first grade students who received software computerized differentiated instruction and first grade students who received differentiated instruction provided by the teacher without software? Is there a significant difference in Language Arts in comprehension total mean scores between first grade students who received software computerized differentiated instruction and first grade students who received differentiated instruction provided by the teacher without software? Archival records (128) were examined from a (BOY) and (MOY) mClass Dibels Next and mClass Dibels TRC assessments. There was a statistically significant difference between the students who utilized the Lexia program when compared to their counterparts that received traditional instruction for growth focusing on fluency and it was determined through an independent samples t-test. There was not a statistically significant difference between the students who utilized the Lexia program when compared to their counterparts that receive traditional instruction for growth focusing on comprehension. The results of the inferential tests determined that the students that received their differentiation from the software program had significantly higher growth results than their counterparts that received the differentiation from their classroom teachers in the area of fluency. For the area of comprehension, there was not a significant difference between the two groups.

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Hong, Tia-Ying. "Curriculum design for strategy-based listening in English as a foreign language." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1461.

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Simpson, Allison. "A Curriculum Design for Emergent English Language Learners in Middle School Science." Otterbein University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1594307218611888.

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Cottle, Katherine. "Effective MUGs| A Grammar Curriculum for Basic Writers." Thesis, University of Delaware, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13427448.

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The purpose of this study was to design a grammar curriculum that could help college age students in basic writing classes to identify and correct grammatical errors in their own writing. After reviewing literature in best practices in grammar instruction as well as other kinds of instructional best practices, the grammar curriculum, Effective MUGs (MUGs stands for mechanics, usage, and grammar), takes advantage of these best practices including sentence combining, sentence revision, sentence creation, grammar in context, strategies instruction, and Bring Your Own Device (BYOD). The study was designed to measure how effective the grammar curriculum was (by examining student writing in essays as well as grammar exercises), how students used tools in the curriculum (by examining results from cognition labs), and how students and instructors perceived the curriculum (through interviews). The data on student grammatical error from this study must be viewed with reservations because of the lack of statistical significance. The most significant findings were qualitative and offered insight into the strengths of the Effective MUGs curriculum as well as which aspects that need revision. Both students and instructors thought that the gradual release of strategies instruction was one of the most effective tools and they both enjoyed using BYOD in conjunction with Google Docs. Students were most challenged by subject-verb identification and feeling confident about use of unfamiliar sentence elements; instructor interviews confirmed these student challenges. The data from the study will prompt revision to the curriculum as well as enhanced professional development.

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Paile, Audrey Millicent. "Language and legitimation of the intended and lived curriculum in public service leadership development." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65171.

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The Senior Management Service in the South African public service was established as a leadership tier made up by development-oriented individuals who are able to make government’s vision of a better life for all a reality. The purpose of this research study is to explore and interpret how public service leadership is understood, communicated and legitimated in design and in practice. The study aims to gain deeper and critical understanding of issues from individuals’ perspectives, and is premised on the view that language has not been given sufficient attention in public service curriculum design and leadership development programmes. Yet, language and discourse express and constitute the values and beliefs underpinning structures and practices of communication, learning, and work. Participant samples are drawn from curriculum designers who guide the development of public service education, training and development interventions; and managers who have participated in the Executive Development Programme (EDP) of the National School of Government. This qualitative study applies Norman Fairclough’s critical discourse analysis, with interest in the intended curriculum and the lived, and the local and distributed contexts of social practices of public service leadership. The study highlights some of the linguistic turns in the discipline of Public Administration, and the interdisciplinary intersections in the d/Discourses of public service. Taken-for-granted worldviews are noted in how leadership is construed and the context in which it is practised, with implications for curriculum and policy critique. The study makes recommendations about ways in which subordinate and dominant worldviews may be reappraised, while also building bridges across the multiple worlds of situational practitioner knowledge and language, and those of scientific theory and methodology. Moreover, the study brings a critical discourse perspective to the languages and texts through which leadership development endeavours may be recontextualised, legitimated or deligitimated to accomplish particular purposes in the public service. Key words: public service, public administration, leadership development, intended. curriculum, lived curriculum, critical discourse analysis
Thesis (PhD) University of Pretoria, 2017.
Humanities Education
PhD
Unrestricted

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Hart-Rawung, Pornpimon, and n/a. "Internationalising English language education in Thailand: English language program for Thai engineers." RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090715.100731.

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This current research study is an outcome of the global expansion of English into the business world, the vigorous growth of the research in the area of English language acquisition as a second language and a global language, as well as of the researcher's passionate ESP teaching experience to university engineering students, and her pro-active engagement with Thai automotive engineers in the multi-national companies. Through investigating the English language learning and working experience of Thai automotive engineers, pictures about their needs on English language communication in the workplace are sketched; through looking into the perspectives of the university teachers and the international engineering professionals, the factors impacting on the needs of those automotive engineers in English language communication have been demonstrated. As a product of this research study, an ESP working syllabus has been designed to showcase the major findings of this stu dy, and to inform the current and future practices in English language learning and teaching for global engineers from the angles of program design. In light of the principles in second language learning and teaching, and of the theoretical framework in Global English, this research study has been designed with a multi-faceted research strategy, which interweaves qualitative and quantitative research paradigms, and consists of questionnaire survey, in-depth interviews and case studies. The data obtained through this research strategy are analyzed through SPSS statistics, content analysis and triangulation. The research participants were recruited from two settings: automotive engineering workplace and technological educational institutions in Thailand. They include: 1) automotive engineers from an automotive-parts manufacturer, 2) foreign engineering professionals who co-work with the engineers from that manufacturing company, and 3) ESP teachers from the two selected technology universities of Thailand. The results from this study indicate that proficiency in English communication has not only become a global passport for Thai automotive engineers, but also for the engineering organisations. It works as a source of power for both employees and employers, if they own it, in entering global automotive business to effectively function and compete, but as a challenge for those who do not possess this asset. It is believed that enhancing their English language proficiency for engineers is a key toward their generic skills building. On the basis of the findings of this study, a 90-hour sample ESP syllabus spread out over a course of three months is developed. It employs an integrated model of syllabus design, having incorporated and balanced learner-centred approach, communicative approach and task-based approach. It combines classroom-based training sessions, self-directed learning and advisory sessions to introduce and strengthen the knowledge and skills and to mentor the engineers grow through the self-directed English learning process. Thus, the objectives of this sample ESP syllabus are to foster Thai engineers as not only proficient English communicators, but also as autonomous English learners. Through this learning process, they could get themselves better prepared for the challenges posed by this ever-changing world, while sowing seeds for nurturing future global leaders in the engineering profession.

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Fulkerson, Tahita N. (Tahita Niemeyer). "A Faculty Orientation and Design for Writing Across the Curriculum." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc331080/.

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A Faculty Orientation and Design for Writing Across the Curriculum is a case study of the work done to introduce the concept of writing across the curriculum at an urban community college. Emphasizing the related processes of learning, thinking, and writing, the researcher describes private interviews and analyzes transcriptions of small group meetings designed to discuss ways to encourage increased quantity and improved quality of writing in vocational and university-parallel courses on the campus. The focus of the study is the transcription of the faculty meetings where teachers reveal their methodologies and educational philosophies as they discuss ways to provide increased writing opportunities to large classes of open-door students. The culmination of the orientation project is a faculty booklet of ways to increase writing. The researcher concludes that although a writing "program" is not in place as a result of the year's work, essential groundwork for such a program is laid.

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Pen, Ibrahem Rotha. "Integrating technology into the English as a second language curriculum: Computer-assisted English language learning." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2136.

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The project integrates computer technology with English as a second language curriculum and instruction. It utilizes the World Wide Web to deliver computer-assisted instruction in English grammar, reading and conversation. Moreover, the project shows the impact of computer technology in helping students develop critical thinking skills, problem-solving skills, and meaningful and applicable skills for employment.

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Books on the topic "Curriculum design in language"

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1956-, Macalister John, ed. Language curriculum design. New York, NY: Routledge, 2009.

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Macalister, John, and I. S. P. Nation. Language Curriculum Design. Second edition. | New York : Routledge, 2020. | Series: Esl & applied linguistics professional series: Routledge, 2019. http://dx.doi.org/10.4324/9780429203763.

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Badley, Ken. Curriculum Planning with Design Language. New York : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315146140.

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Case studies in language curriculum design. New York, NY: Routledge, 2011.

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Krahnke, Karl. Approaches to syllabus design for foreign language teaching. Englewood Cliffs, N.J: Prentice-Hall, 1987.

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White, Ronald V. The ELT curriculum: Design, innovation, and management. Oxford, UK: Blackwell, 1988.

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Principles of course design for language teaching. Cambridge [Cambridgeshire]: Cambridge University Press, 1987.

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Curriculum design for writing instruction: Creating standards-based lesson plans and rubrics. Thousand Oaks, Calif: Corwin Press, 2005.

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Glass, Kathy Tuchman. Curriculum design for writing instruction: Creating standards-based lesson plans and rubrics. Thousand Oaks, Calif: Corwin Press, 2005.

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Elite, Olshtain, ed. Course Design: Developing Programs and Materials for Language Learning. Cambridge [Cambridgeshire]: Cambridge University Press, 1986.

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Book chapters on the topic "Curriculum design in language"

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Macalister, John, and I. S. P. Nation. "Language Curriculum Design." In Language Curriculum Design, 1–14. Second edition. | New York : Routledge, 2020. | Series: Esl & applied linguistics professional series: Routledge, 2019. http://dx.doi.org/10.4324/9780429203763-1.

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Graves, Kathleen. "Language curriculum design." In The Routledge Handbook of English Language Teaching, 79–94. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2016] | Series: Routledge Handbooks in Applied Linguistics: Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-9.

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Macalister, John, and I. S. P. Nation. "Negotiated Syllabuses." In Language Curriculum Design, 171–81. Second edition. | New York : Routledge, 2020. | Series: Esl & applied linguistics professional series: Routledge, 2019. http://dx.doi.org/10.4324/9780429203763-10.

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Macalister, John, and I. S. P. Nation. "Adopting and Adapting an Existing Course Book." In Language Curriculum Design, 182–96. Second edition. | New York : Routledge, 2020. | Series: Esl & applied linguistics professional series: Routledge, 2019. http://dx.doi.org/10.4324/9780429203763-11.

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Macalister, John, and I. S. P. Nation. "Introducing Change." In Language Curriculum Design, 197–208. Second edition. | New York : Routledge, 2020. | Series: Esl & applied linguistics professional series: Routledge, 2019. http://dx.doi.org/10.4324/9780429203763-12.

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Macalister, John, and I. S. P. Nation. "Planning an In-Service Course." In Language Curriculum Design, 209–22. Second edition. | New York : Routledge, 2020. | Series: Esl & applied linguistics professional series: Routledge, 2019. http://dx.doi.org/10.4324/9780429203763-13.

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Macalister, John, and I. S. P. Nation. "Teaching and Curriculum Design." In Language Curriculum Design, 223–34. Second edition. | New York : Routledge, 2020. | Series: Esl & applied linguistics professional series: Routledge, 2019. http://dx.doi.org/10.4324/9780429203763-14.

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Macalister, John, and I. S. P. Nation. "Environment Analysis." In Language Curriculum Design, 15–28. Second edition. | New York : Routledge, 2020. | Series: Esl & applied linguistics professional series: Routledge, 2019. http://dx.doi.org/10.4324/9780429203763-2.

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Macalister, John, and I. S. P. Nation. "Needs Analysis." In Language Curriculum Design, 29–43. Second edition. | New York : Routledge, 2020. | Series: Esl & applied linguistics professional series: Routledge, 2019. http://dx.doi.org/10.4324/9780429203763-3.

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Macalister, John, and I. S. P. Nation. "Principles." In Language Curriculum Design, 44–83. Second edition. | New York : Routledge, 2020. | Series: Esl & applied linguistics professional series: Routledge, 2019. http://dx.doi.org/10.4324/9780429203763-4.

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Conference papers on the topic "Curriculum design in language"

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Frederking, Robert E., Eric H. Nyberg, Teruko Mitamura, and Jaime G. Carbonell. "Design and evolution of a language technologies curriculum." In the ACL-02 Workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2002. http://dx.doi.org/10.3115/1118108.1118114.

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Chan, Yan Yan, Hong Yang, and Yuk Yeung. "Curriculum design in Teaching Chinese as a Foreign Language at HKU." In Annual International Conference on Language, Literature and Linguistics. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2251-3566_l315.60.

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Lu, Ching-Ching, Gladys Hsieh, Youshan Chung, Chad Liu, Cheng-Wei Shih, and Wen-Lian Hsu. "Suggestions on curriculum content design in learning Chinese as a second language." In 2014 International Conference on Information Society (i-Society). IEEE, 2014. http://dx.doi.org/10.1109/i-society.2014.7009072.

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Herring, Paula C., and Michelle Bradford. "UNDERSTANDING THE IMPORTANCE OF INCLUSIVE LANGUAGE: CURRICULUM DESIGN FROM AN ANDRAGOGICAL VIEWPOINT." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1935.

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Li, Jianrong. "On the Curriculum Design of Foreign Language and Literature Majors in Application-oriented Institutes." In 3rd International Conference on Arts, Design and Contemporary Education (ICADCE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icadce-17.2017.234.

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Li, Jing. "Discussion on Curriculum System of Applied Undergraduate Course Teaching in Art and Design." In 2015 2nd International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-15). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icelaic-15.2016.4.

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Mufanti, Restu, Elok Nimasari, Rohfin Gestanti, and Happy Susanto. "Curriculum Design: Implementations and Challenges (Case Study of the English Language Center in Indonesia)." In Proceedings of the 3rd English Language and Literature International Conference, ELLiC, 27th April 2019, Semarang, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.27-4-2019.2285342.

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Kurniawan, Agung, Warsono Warsono, Djoko Sutopo, and Sri Fitriati. "Method of Writing Academic Articles based on Appraisal Study to Develop Language Curriculum." In Proceedings of the 1st Seminar and Workshop on Research Design, for Education, Social Science, Arts, and Humanities, SEWORD FRESSH 2019, April 27 2019, Surakarta, Central Java, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.27-4-2019.2286782.

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Hu, Tianshun, and Yunjia Wei. "Assumption on Curriculum System Construction of Environmental Design Specialty under the Background of Application Transformation." In 2015 2nd International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-15). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icelaic-15.2016.34.

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Yan, Shengguang, and Lijuan He. "Research on Chinese Curriculum Design as a foreign language in Medical Universities from the ESP Perspective." In 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics 2016. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msetasse-16.2016.261.

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Reports on the topic "Curriculum design in language"

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Smith, Peter. Module and Curriculum Design. The Economics Network, September 2017. http://dx.doi.org/10.53593/m2975a.

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Weigand, Lynn. Bicycle and Pedestrian Design Curriculum Expansion. Portland State University Library, February 2010. http://dx.doi.org/10.15760/trec.11.

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Rosenthal, David, Matt Stillerman, and Roshan Thomas. Policy Specification Language Design. Fort Belvoir, VA: Defense Technical Information Center, January 1999. http://dx.doi.org/10.21236/ada360505.

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Haire, Ashley. Bicycle and Pedestrian Engineering Design Curriculum Expansion. Portland State University Library, February 2012. http://dx.doi.org/10.15760/trec.75.

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Smith, Peter. Curriculum design for the twenty-first century. The Economics Network, January 2013. http://dx.doi.org/10.53593/n2327a.

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Anderson, Rachel. Fashion Design Curriculum Videos: Texas House Bill 5. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-417.

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Barton, David L. Systems Level Design Language (SLDL) Project. Fort Belvoir, VA: Defense Technical Information Center, January 2002. http://dx.doi.org/10.21236/ada406207.

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Widen, Tanya, and James Hook. Integrated Language Design and Implementation Process. Fort Belvoir, VA: Defense Technical Information Center, March 2000. http://dx.doi.org/10.21236/ada375735.

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Sweeney, Philip. Taiwanese Language Medical School Curriculum: A Case Study of Symbolic Resistance Through The Promotion of Alternative Literacy and Language Domain Norms. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.938.

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Stehr, Mark-Oliver, and Carolyn L. Talcott. Practical Techniques for Language Design and Prototyping. Fort Belvoir, VA: Defense Technical Information Center, January 2005. http://dx.doi.org/10.21236/ada484494.

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