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Journal articles on the topic 'Curriculum design in language'

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Published: 4 June 2021
Last updated: 3 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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10

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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Mo, Haiwen, and Fengjuan Luo. "A Study of the Construction of English Hidden Curriculums at Primary Schools in China." English Language Teaching 12, no. 9 (August 16, 2019): 66. http://dx.doi.org/10.5539/elt.v12n9p66.

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The hidden curriculum is an important part of curriculums, and constructing the primary school English hidden curriculum is helpful for the implementation of the new National English Curriculums, the development of students’ key competencies and the reform of basic English teaching in China. However, according to the survey conducted with 40 primary school leaders, 60 primary school English teachers as well as 300 primary school students, the hidden curriculum is always ignored in primary school English teaching in China. Schools should meticulously design the educational environment on campus, highlighting the characteristics of English hidden curriculums, integrate English into the class culture, optimizing English educational environment. It is necessary to build a harmonious relationship between teachers and students, to enhance students’ motivation of learning English, to mobilize social and family participation, and to build multiple hidden curricular resources of English so as to promote the reform of English teaching and improve the quality of English teaching at primary schools in China.
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Aprianto, Dedi. "NEED ANALYSIS IN ENGLISH LANGUAGE LEARNING (ELL) CURRICULUM DEVELOPMENTS." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 3, no. 2 (February 28, 2020): 58. http://dx.doi.org/10.33394/jo-elt.v3i2.2431.

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Lately, the arguable consensus of curriculum has many of cavities, the experts, academicians, and stake-holders, take position, in purpose of settling the curriculum problems. The globalizing aspects of life must have had the curriculum makers do the revisions as well as developments toward the present curriculum. Developing curriculum should be setting out needs of students hence it must be related to the contexts. So, competitiveness as the keystone to develop the students’ needs. The development of the language learning curriculum should be paid attention in terms of constructed curriculum design having based on the theoretically-constituted frameworks. In the context of curriculum development, the basic assumption which should be considered in the educational programs, that is, the analysis of students’ needs. Need analysis as part of system approach to curriculum developments in the scope of educational programs. This procedure let most of linguists to employ needs analysis as the basis to language learning curriculum. The usage of such procedure is underlain upon the learners’ needs toward competitive world. In addition, the development and implementation of English Language Learning programs must be approached to the three aspects of English learning programs. These have different implications to the curriculum development, that is, each of them differs in relation to the input, process, and output. Thus, the general part of English language program curriculum design can be divided to forward design; concerning to the syllabus design, center design; the methodology of learning , and backward design; the assessment is based on the learners’ outcomes. In turn, the three designs of language learning program must be in accordance with philosophical purposes of curriculum.
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13

Fisher, Kathleen, and Chandra Krintz. "SIGPLAN programming language curriculum workshop." ACM SIGPLAN Notices 43, no. 11 (November 30, 2008): 1–6. http://dx.doi.org/10.1145/1480828.1480830.

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Allen, Eric, Ras Bodik, Kim Bruce, Kathleen Fisher, Stephen Freund, Robert Harper, Chandra Krintz, et al. "SIGPLAN programming language curriculum workshop." ACM SIGPLAN Notices 43, no. 11 (November 30, 2008): 6–29. http://dx.doi.org/10.1145/1480828.1480831.

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Fisher, Kathleen, and Chandra Krintz. "SIGPLAN programming language curriculum workshop." ACM SIGPLAN Notices 43, no. 11 (November 30, 2008): 29–30. http://dx.doi.org/10.1145/1480828.1480832.

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16

Anderson, Jason. "The TATE model: a curriculum design framework for language teaching." ELT Journal 74, no. 2 (March 17, 2020): 175–84. http://dx.doi.org/10.1093/elt/ccaa005.

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Abstract This article proposes a curriculum design framework for instructed additional language learning comprising four phases: Text, Analysis, Task, Exploration (TATE). The framework is argued to be compatible with both natural order theory and skill acquisition theory through its ability to integrate meaning-focused tasks within a task-supported approach to language teaching that allows for both implicit and explicit learning processes to occur. It is presented as an integrated skills model consistent with contemporary research on the learning of both lexis and grammar, recognizing the importance of both written and spoken language practice during tasks. Evidence of current trends in global coursebook design is presented to support the framework from a sociocultural perspective. I argue that the framework is potentially compatible with CLIL and project-based approaches to language learning, but caution that the model is not presented as universally applicable; as such it is offered as a tool in the curriculum designer’s and teacher’s ‘toolbox’ for planning courses and curricula.
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Douglas, Masako. "Pedagogical Theories and Approaches to Teach Young Learners of Japanese as a Heritage Language." Heritage Language Journal 3, no. 1 (September 30, 2005): 60–82. http://dx.doi.org/10.46538/hlj.3.1.3.

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This paper proposes a theoretical framework for the development of curricula for Japanese heritage language schools. Although these schools provide most of the Japanese heritage language (JHL) instruction available to elementary and secondary school pupils, they have received little attention or support from the academic community. Specifically, they are in need research-based knowledge as well as models for teaching methodology, developing curricula and instructional materials, and providing teacher training. This paper examines recent theories and approaches in the fields of heritage language education, bilingualism, and instruction that is developmentally appropriate to young learners. The paper then proposes a process of curriculum design that integrates and applies these theories and approaches. The curriculum proposed here could also be used in heritage language schools for other languages.
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18

Felton, Thomas A. "The “Ill-Structured Problem” is NO PROBLEM for Gifted Curriculum Design." Gifted Education International 12, no. 3 (January 1998): 188–89. http://dx.doi.org/10.1177/026142949801200309.

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A unique curriculum design approach, “the ill-structured problem,” used for a gifted foreign language program has implications for many subjects. This approach is based on the premise that school curricula should be designed close to real life situations. Answers become solutions to real problems—problems that are defined and explored by students, not structured by teachers. Chesapeake Public Schools offers a summer FLES (Foreign Language in the Elementary School) Program for its academically gifted fifth and sixth grade students. This curriculum design approach has been very successful in motivating both pupils and teachers. On the first day of class students confront an “undecorated” room. It becomes their task to make the classroom an island of the culture they are studying. This cultural island becomes a place where students exhibit their ongoing exploration of the target language. Students are asked a series of questions designed to guide them toward a structure for their language acquisition. What do you want to learn? How do you want to learn it? With these questions, students begin to build their curriculum. The acquired knowledge of the new language and culture is reinforced daily. The “ill-structured problem” curricula design model is a perfect match for the creative, intelligent student.
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Korotchenko, Tatiana V., Irina A. Matveenko, Anna B. Strelnikova, and Chris Phillips. "Backward Design Method in Foreign Language Curriculum Development." Procedia - Social and Behavioral Sciences 215 (December 2015): 213–17. http://dx.doi.org/10.1016/j.sbspro.2015.11.624.

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20

Mohanasundaram, K. "Curriculum Design and Development." Journal of Applied and Advanced Research 3, S1 (May 10, 2018): 4. http://dx.doi.org/10.21839/jaar.2018.v3is1.156.

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A curriculum development team is recommended in order to bring both subject matter and educational methods expertise to the project. Revisions and rewrites, based on feedback from these groups, must be completed before editing begins. Professional editing will assure proper language usage, readability, appropriate flow, and consistency. Professional design and layout of the curriculum, often with the editor and designer working together will assure both accuracy and a professional look. Once designed, the product is printed and/or posted online. When posting online, it is important to include accessibility features during the design phase. Once the curriculum is made generally available it should be evaluated from time to time to assure that it is of value to the users and remains current.
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Sari, Suci Noer Wulan, and Niken Anastasia Kusuma Wardani. "An Analysis of Indonesia’s 2013 EFL Curriculum and Turkey’s National English Language Curriculum for Secondary Schools." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 3, no. 1 (August 2, 2018): 23. http://dx.doi.org/10.21093/ijeltal.v3i1.113.

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Indonesia and Turkey have experienced educational reforms for decades, for instance in constructing EFL curriculum. Educational reforms could be done to address a certain problem encountered by a nation and to better the quality of education. Therefore, there emerged a need to analyse the EFL curricula designed for secondary schools in both countries to identify the commonalities and differences considered for a better improvement in education quality. Thus, the present study was aimed at analysing Indonesia’s 2013 EFL Curriculum and Turkey’s National English language Curriculum for secondary schools: the rationale, aims and organization (instructional design, instructional materials, and assessment). The study employed a qualitative descriptive design using document analysis to analyse some curricula documents. The findings revealed the commonalities lie in learner-centeredness view and the main goal of EFL curriculum. However, the differences lie in the instructional design, materials, and assessment. Given that Indonesia may adopt technology-enhanced assessment for a better assessment. It is suggested for further studies to employ interviews and surveys with teachers and students to gain more data.
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Yuyun, Ignasia. "Curriculum and Technology Design: A Course to Explore Technology Applications in EFL Curriculum Design." Journal of ELT Research 3, no. 1 (February 6, 2018): 78. http://dx.doi.org/10.22236/jer_vol3issue1pp78-86.

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Teaching and technology pedagogy should be mastered by a teacher in this digital era. It is an inevitable fact that teachers should realize. To be in line with technology development, teachers are expected to bring any technology-based applications to the classroom. Many education institutions from Kindergarten to Higher Education around the world equip their teachers with technology-based training. In particular, Technology Enhanced Language Learning (TELL) has been mushrooming in English Language Teaching trends. To comply with this demand, Technological Pedagogical and Content Knowledge (TPACK) framework has been developed by Koehler & Mishra (2006) to equip student teachers in English Department. Therefore, Technology and Curriculum Design course is designed to tailor Pre-Service English Teachers how to integrate technology in EFL curriculum design. By having blended learning activities, teaching and learning activities are conducted to explore technology applications to design an EFL curriculum. Any class projects are technology-based assignments such as infographic, poster, mind map, questionnaire, presentation, etc. using CANVA, Google applications, presentation applications, lesson plan application (LessonWRITER), quiz application (Quizlet), and interactive book applications (AnyFlip, Flipping Book, FlipSnack), etc. Keywords: curriculum, EFL, technology
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Rakshit, Sneha. "CURRICULUM DEVELOPMENT IN LANGUAGE STUDIES." International Journal of English Learning & Teaching Skills 3, no. 4 (July 1, 2021): 2474–79. http://dx.doi.org/10.15864/ijelts.3404.

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In this paper the field of language curriculum development is defined as encompassing the processes of needs analysis, goal setting, syllabus design, methodology and evaluation. Then the different factors affecting modern curriculum in today’s world is discussed in detail. Needs analysis is discussed in relation to an important facet for language program planning. Different approaches to the planning of program objectives in language teaching are also talked about. Some ideas to fit in modern language curriculum are also discussed.
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Ainon Jariah Muhamad and Shahar Mohamed Ismail, Mohamed Ismail Ahamad Shah,. "Design, Formulation and Implementation of an English Language Curriculum from Islamic Perspective." Journal of Islam in Asia (E-ISSN: 2289-8077) 9, no. 2 (January 14, 2013): 180. http://dx.doi.org/10.31436/jia.v9i2.353.

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Curriculum development plays an important role in any educational enterprise. It spells out the crucial components which make up the curriculum and the detailed process in attaining the ultimate objectives of the curriculum. It is crucial that the English language curriculum reflects the aims, educational purpose and Islamic ethos of the International Islamic University Malaysia (IIUM). The paper will look into how to accomplish the philosophy, vision and mission of the University, offering suggestions concerning the key components or critical elements that will constitute the foundation of a language curriculum, with a focus on the role of the educator in facilitating language education as well as content factors that are necessary for the development of a language curriculum from an Islamic perspective.
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Turner, Karen. "The National Curriculum and syllabus design." Language Learning Journal 14, no. 1 (September 1996): 14–18. http://dx.doi.org/10.1080/09571739685200321.

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Palacio, Marcela, Sandra Gaviria, and James Dean Brown. "Aligning English Language Testing With Curriculum." PROFILE Issues in Teachers' Professional Development 18, no. 2 (July 6, 2016): 63. http://dx.doi.org/10.15446/profile.v18n2.53302.

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<p>Frustrations with traditional testing led a group of teachers at the English for adults program at Universidad EAFIT (Colombia) to design tests aligned with the institutional teaching philosophy and classroom practices. This article reports on a study of an item-by-item evaluation of a series of English exams for validity and reliability in an effort to guarantee the quality of the process of test design. The study included descriptive statistics, item analysis, correlational analyses, reliability estimates, and validity analyses. The results show that the new tests are an excellent addition to the program and an improvement over traditional tests. Implications are discussed and recommendations given for the development of any institutional testing program.</p>
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Arias, Luz Dary, Emma Campo, and Julieta Zuluaga G. "APROPOS OF ACCREDITATION: COURSEBOOK EVALUATION AND CULTURE IMPLEMENTATION IN FLC." Revista Folios, no. 13 (May 7, 2017): 103. http://dx.doi.org/10.17227/01234870.13folios103.111.

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For more than four years, the Language Department of Universidad PedagogicaNacional engaged in the process of designing a new curriculum for theundergraduate language programs. In 1998, the Department finished designing thenew curriculum for those programs in order to get their official accreditation.Nowadays, after the new curriculum has been accredited, the teacher staff isworking on the design of the programs for each “espacio académico”. taking intoaccount some pedagogical, psychological, sociological and curricular referents.
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Ellis, Rod. "Options in a task-based language-teaching curriculum." TASK / Journal on Task-Based Language Teaching and Learning 1, no. 1 (May 27, 2021): 11–46. http://dx.doi.org/10.1075/task.00002.ell.

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Abstract I draw on the education literature to describe four educational curriculum models, which serve as a basis for presenting four TBLT curricula based on the proposals of Prabhu (1987); Willis (1996), Long (1985, 2015a, 2015b) and myself (Ellis, 2003 and 2019) – all of which have figured in the development of TBLT. I propose a set of questions that can be used to evaluate these models. I then turn to examine the curriculum design process, identifying options in TBLT curricula that are available at each stage of the process. I point to a tension that exists between what SLA theory indicates is needed and what environmental constraints make feasible and conclude with a plea for flexibility by weighing up which options are appropriate in different teaching situations. I also summarize how I see TBLT benefitting from adopting a broad education perspective that includes critical language pedagogy.
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Adhikary, Rebeca, Salini Bhattacharyya, and Sneha Saha. "CURRICULUM DEVELOPMENT IN LANGUAGE STUDIES." International Journal of English Learning & Teaching Skills 3, no. 2 (January 1, 2021): 2062–70. http://dx.doi.org/10.15864/ijelts.3210.

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In this survey paper the field of language curriculum development is defined as encompassing the processes of needs analysis, goal setting, syllabus design, methodology and evaluation. Each of these curriculum processes is surveyed and issues and practices in each area are discussed. Needs analysis is discussed in relation to language program planning and evaluation and different needs analysis procedures are examined. Different approaches to the planning of program objectives in language teaching are illustrated and a distinction between behavioral, process, content and proficiency-based objectives is made. The status of methodology within curriculum development is discussed in terms of a distinction between content oriented methods and those concerned primarily with instructional processes. The role of a syllabus within each approach is illustrated.
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Fukano, Ryo, and Masato Ishikawa. "Robot Software Design Curriculum Based on Second Language Acquisition." Journal of the Robotics Society of Japan 33, no. 3 (2015): 189–98. http://dx.doi.org/10.7210/jrsj.33.189.

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Bailey, Mark W. "Injecting programming language concepts throughout the curriculum." ACM SIGPLAN Notices 43, no. 11 (November 30, 2008): 36–38. http://dx.doi.org/10.1145/1480828.1480835.

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Namaziandost, Ehsan. "Process of Language Curriculum Development." Addaiyan Journal of Arts, Humanities and Social Sciences 1, no. 8 (November 10, 2019): 61–70. http://dx.doi.org/10.36099/ajahss.1.8.5.

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There are various frameworks for the process of curriculum development. According to Graves (1996), many frameworks have been proposed for the process of curriculum development and course design through which they are broken down into their components and sub-components. Such frameworks are useful since they provide an organized way in understanding a complex process; they provide domains of inquiry for teachers, through which each component brings up ideas and raises issues for the teacher to pursue; and finally they provide a set of terms currently in vogue about course development and thus a common professional jargon and provides access to the ideas of others. This paper is an effort to discuss the different models involved in language curriculum development when all of these models highly overlap with each other to some extent. One of these models has been proposed by Tabawho (1962, cited in Dubin and Olshtain, 1986) outlines the steps of a curriculum process which a course designer must follow to develop subject matter courses as: diagnosis of needs, formulation of objectives, selection of content, organization of content, selection of learning experiences, organization of learning experiences, determination of what to evaluate and the means to evaluate.
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Albir, Amparo Hurtado. "Competence-based Curriculum Design for Training Translators." Interpreter and Translator Trainer 1, no. 2 (September 2007): 163–95. http://dx.doi.org/10.1080/1750399x.2007.10798757.

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34

Liu, Chun Fang, Yi Biao Sun, and Li Mei Wang. "C Language Animation Design Teaching Methods Analysis for Engineering Applications." Advanced Materials Research 889-890 (February 2014): 1696–99. http://dx.doi.org/10.4028/www.scientific.net/amr.889-890.1696.

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C language program design is a basic and also the core of university teaching computer courses. This paper discussed C language animated programming and curriculum tutorial design in the engineering applications, need be able to combine theoretical knowledge and practical application, in the limited class hours, stimulate students' interest in learning, and improve students' ability to actual use the C programming language. This paper summarized some experience about the characteristics of C language to improve the efficiency of teaching curriculum design guidance and outcomes, improve engineering capabilities.
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Younghee Yang. "The Syllabus Design of Korean Language History Based on 2015 Korean Language Curriculum." korean language education research 51, no. 4 (December 2016): 155–79. http://dx.doi.org/10.20880/kler.2016.51.4.155.

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Läänemets, Urve, and Katrin Kalamees-Ruubel. "INTEGRATED LANGUAGE LEARNING IN ESTONIAN NATIONAL CURRICULA (NC) FOR GENERAL COMPREHENSIVE SCHOOLS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 143. http://dx.doi.org/10.17770/sie2016vol2.1371.

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Multiple language skills have become a critical issue in the globalised world. The EU education strategy 2020 document includes mother tongue and two foreign languages among its key competencies to be achieved. To promote learning with comprehension, an integrated approach to curriculum design can be taken, including a cycle of language subjects that makes use of both the manifest and hidden curricula as well as different learning environments. The 21st century approach to education requires from all school staff not only technical but considerable intellectual competence. Language learning is expected to meet the regional and local demand for particular language skills, which is determined by regular monitoring according to functional styles.
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Richards, Jack C. "Curriculum Approaches in Language Teaching: Forward, Central, and Backward Design." RELC Journal 44, no. 1 (March 11, 2013): 5–33. http://dx.doi.org/10.1177/0033688212473293.

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38

Piccardo, Enrica. "Plurilingualism and Curriculum Design: Toward a Synergic Vision." TESOL Quarterly 47, no. 3 (August 16, 2013): 600–614. http://dx.doi.org/10.1002/tesq.110.

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39

Омарова С. К. "FOREIGN LANGUAGE MOBILE LEARNING DESIGN." HERALD OF SCIENCE OF S SEIFULLIN KAZAKH AGRO TECHNICAL UNIVERSITY, no. 2(109) (July 27, 2021): 98. http://dx.doi.org/10.51452/kazatu.2021.2(109).597.

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The formation of artificial virtual environments and their implementation in the educational environment of human activity is a current trend. Various textbooks, reference books, and dictionaries are created with virtual objects and interactive applications included in their content.The expanding capabilities and diversity of mobile devices support increasingly large-scale and interesting learningprojects.Mobile technologies provide new opportunities for curriculum development that differ from those provided by other e-learning technologies. They serve to support such a learning model, where the priorities are: free access to learning technologies, inclusiveness, and enhancing the students’ activity. In mobile learning, the central role is given to students with their individual technology preferences, while mobile learning is synonymous with unpredictability and constant change.Mobile-digital communication environments have huge number of tools and software to influence various cognitive and psychological aspects of students ' motivation to learn a foreign language. When using these environments, the learner's perceptual skills improve, since interaction with mobile devices with a learning purpose is most often initiated by the learner himself, at a convenient time and place for them.
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Rodríguez-Bonces, Mónica. "A Basis for the Design of a Curriculum Incorporating Music and Drama in Children’s English Language Instruction." PROFILE Issues in Teachers' Professional Development 19, no. 2 (July 1, 2017): 203–23. http://dx.doi.org/10.15446/profile.v19n2.59583.

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This article presents the foundations to design a curriculum that integrates music and drama as strategies for the teaching of English as a foreign language. Besides promoting interdisciplinarity, this curriculum seeks to improve the language level of those children attending continuing educational programs at any higher education institution. The interdisciplinary curriculum not only innovates the offer of English courses for children—music and drama—but also promotes meaningful learning and creates a positive attitude in children so that a high degree of interest in learning a foreign language exists. The article, besides explaining the basis for curriculum design, highlights the advantages of integrating music and drama as a medium for the teaching of a foreign language.
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Abrahams, Mary Jane, and Miguel Farias. "Struggling for Change in Chilean EFL Teacher Education." Colombian Applied Linguistics Journal 12, no. 2 (April 11, 2011): 110. http://dx.doi.org/10.14483/22487085.87.

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We here report on the processes of designing and trying to implement curriculum innovations in English as a foreign language (EFL) teacher education in Chile. This curriculum innovation project involved academics from six universities where problems such as a divorce between training in English linguistics and education, lack of language achievement standards and students’ low scores in international exams were found to be common to all six EFL teacher education programs. All of this amidst a general opinion (shared by parents, teachers, politicians, etc.) that Chile is immersed in an educational crisis without any easy solution. In this context an urgent need arises for an innovative and very creative design to change the curricula at universities so that the country can raise the quality in foreign language education. The aim is for language education to have a real impact in the school communities. Having Critical Pedagogy as one of the main supporting models, this design we report on is based on the idea that the traditional curriculum is a pedagogy that transmits inflexible social truths; consequently, this proposal incorporates participatory and reflective instructional activities, such as situated and transformed practice and critical framing. This innovative curriculum also includes on-going education, inviting classroom teachers to be part of Methodology classes, Reflection Workshops, early Teaching Practice, and Mentoring as a key practice in creating and consolidating communities of interest in language education.
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Hermes, Mary, Megan Bang, and Ananda Marin. "Designing Indigenous Language Revitalization." Harvard Educational Review 82, no. 3 (September 1, 2012): 381–402. http://dx.doi.org/10.17763/haer.82.3.q8117w861241871j.

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Endangered Indigenous languages have received little attention within the American educational research community. However, within Native American communities, language revitalization is pushing education beyond former iterations of culturally relevant curriculum and has the potential to radically alter how we understand culture and language in education. Situated within this gap, Mary Hermes, Megan Bang, and Ananda Marin consider the role of education for Indigenous languages and frame specific questions of Ojibwe revitalization as a part of the wider understanding of the context of community, language, and Indigenous knowledge production. Through a retrospective analysis of an interactive multimedia materials project, the authors present ways in which design research, retooled to fit the need of communities, may inform language revitalization efforts and assist with the evolution of community-based research design. Broadly aimed at educators, the praxis described in this article draws on community collaboration, knowledge production, and the evolution of a design within Indigenous language revitalization.
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Paudel, Pitamber. "University teachers’ attitudes towards English language curriculum of M.Ed. semester system." Journal of NELTA 24, no. 1-2 (November 30, 2019): 107–25. http://dx.doi.org/10.3126/nelta.v24i1-2.27683.

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A curriculum changes as per the concurrent philosophical and methodological changes of a country. This study investigates the Tribhuvan University (TU)teachers’ attitudes towards the current Masters level English language (semester system) curriculum. In order to achieve this goal, explanatory sequential mixed research design was employed. Forty-five English language teachers from both constituent and affiliated campuses of Tribhuvan University, Nepal, were purposively selected. The research shows that the university English teachers had positive attitude towards the current curriculum for its input and process. However, they did not like the context of its design and the implementation process. This implies that the policy maker and curriculum designers should make an analysis of the context in terms of situation and the needs of the stakeholders before selecting the courses and their contents so that the curriculum can be effectively implemented.
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Graves, Kathleen. "The language curriculum: A social contextual perspective." Language Teaching 41, no. 2 (April 2008): 147–81. http://dx.doi.org/10.1017/s0261444807004867.

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This article examines curriculum from a social contextual perspective in which enactment – teaching and learning – is the central process, to which planning and evaluation contribute. It looks at the ways two kinds of contexts, target-language embedded and target-language removed, influence language curriculum planning and enactment. It provides a brief history of syllabus design and a rationale for moving beyond syllabus as the primary construct for curriculum planning. It then explores the classroom as the context of enactment and the role of the teacher as catalyst for curriculum change. It reconceptualizes the classroom as a learning community with potential links with real, virtual and imagined communities. It briefly explores integrated approaches to evaluation and assessment and concludes with examples of promising directions and suggestions for further research. Examples of practice that illustrate concepts are provided throughout the article.
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김명숙. "The considerations for the hierarchical curriculum design in Korean Language Education." KOREAN EDUCATION ll, no. 78 (April 2008): 35–54. http://dx.doi.org/10.15734/koed..78.200804.35.

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Allen, Heather Willis. "Redefining writing in the foreign language curriculum: Toward a design approach." Foreign Language Annals 51, no. 3 (August 14, 2018): 513–32. http://dx.doi.org/10.1111/flan.12350.

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Mallik, Srabani, and Md Morshedul Alam. "Needs Analysis in Language Curriculum Design and EAP at Tertiary Level." BELTA Journal 2, no. 1 (June 1, 2018): 54–67. http://dx.doi.org/10.36832/beltaj.2018.0201.05.

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48

Rohiyatussakinah, Ina. "Implementation of MBKM and the Relationship of Curriculum Policy based on a Case of EFL Education in Japan." Journal of English Language Teaching and Literature (JELTL) 4, no. 2 (August 28, 2021): 39–50. http://dx.doi.org/10.47080/jeltl.v4i2.1434.

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The current trend of globalization and development in information technology had boosted the new curriculum of Merdeka Belajar, Kampus Merdeka (MBKM), which has become a universal issue in higher education at several universities in Indonesia. In this demanding and challenging information era in which we live, EFL instruction at higher education institutions needs to offer the students more than general proficiency in English. However, it is not an easy task to design a curriculum at the university level to address these issues. The aim of the research to design a communicative language teaching program developed for teaching English as a foreign language (EFL) at X University. It aims to illustrate the rationale and process of designing a flexible curriculum for university students. This study used a Qualitative research design to present the data. The result clearly showed about The curriculum presented in this paper is intended to be a model for teaching EFL or other foreign languages at higher education institutions based on the case of EFL education in Japan related to MBKM, still relevant to adopt Japan Education policy in our Higher educational program most of them need communicative language teaching for their proficiency in English at higher educational level.
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Li, Guofang, and Xiaopeng Ni. "Effects of a Technology-Enriched, Task-Based Language Teaching Curriculum on Chinese Elementary Students’ Achievement in English as a Foreign Language." International Journal of Computer-Assisted Language Learning and Teaching 3, no. 1 (January 2013): 33–49. http://dx.doi.org/10.4018/ijcallt.2013010103.

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Despite the great potential technologies bring to TBLT, few studies have examined the effects of technology-enhanced TBLT curriculum on students’ language development, especially among young learners. This paper addresses this need by reporting the impact of a technology-enhanced TBLT curriculum on Chinese elementary students’ English as a Foreign Language (EFL) learning using a Non-equivalent Groups Design. A total of 471 fourth grade students from 4 low-SES schools outside Beijing participated in the study. Students’ growth in their English achievement was assessed using pre and post-tests before and after the intervention. A descriptive analysis was first conducted after completion of data collection, and then a t-test was conducted to determine the effect of the intervention. Results indicate that students who received the intervention progressed much more quickly in overall language proficiency than those who did not receive the treatment. The study points to the great potential of implementing comprehensive technology-enhanced TBLT at the curricular level.
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Harper, John. "A Text-Driven, Task-Based Approach to the Design of Materials for Teaching Intercultural Communicative Competence." Journal of English Language Teaching and Linguistics 4, no. 1 (April 3, 2019): 47. http://dx.doi.org/10.21462/jeltl.v4i1.187.

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<p>Although a large body of research points to the need of providing English as a Foreign Language (EFL) learners with intercultural communicative competence (ICC), questions remain as to exactly how ICC should be incorporated into the EFL curriculum. These questions arise in part due to issues of already-packed curricula which seem not to leave time for the teaching of ICC and in part due to issues of teacher preparedness. Additionally, questions arise concerning which culture should be taught. Taking into account materials used in the English Language Center (ELC) of Shantou University (Guangdong Province, China), this paper argues that a text-driven, task-based method of materials design allows for the inclusion of ICC across the EFL curriculum. It also argues that such a method lends itself to the teaching of ICC through a consideration of a variety of cultures.</p>
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