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ESL 501 Unit 6 - The origins of language curriculum development

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Lindsay Guenter

on 28 February 2011

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Transcript of ESL 501 Unit 6 - The origins of language curriculum development

Second and foreign language teaching is one of the world's largest educational enterprises and millions of children and and adults worldwide devote large amounts of time and effort to the task of mastering a new language. (Rodgers, 1.) Teachers invest a great deal of their energies in planning language courses, preparing teaching materials, and teaching their classes. What procedures can be used to determine the content of a language program?
What are learners' needs?
How can learner's needs be determined?
What contextual factors need to be considered in planning a language program?
What is the nature of aims and objectives in teaching and how can these be developed?
What factors are involved in planning the syllabus and the units of organization in a course?
How can good teaching be provided in a program?
What issues are involved in selectiing, adapting, and designing instruction materials?
How can one measure the effectiveness of a language program? History of Language Curriculum Development Grammar Translation Method 1800-1900
Direct Method 1890-1930
Structural Method 1930-1960
Reading Method 1920-1950
Audiolingal Method 1950-1970
Situational Method 1950-1970
Communicative Method 1970-preset
*Although there is preference for a particular method at different times, methods often continue in some form after they fall out of favor. Harold Palmer's Principles of Language Teaching in 1922 1. Initial preparaton - orienting the student towards language learning
2. Habit forming - establishing correct habits
3. Accuracy - avoiding inaccurate language
4. Gradation - each stage prepares student for the next
5. Proportion - each aspect of language given emphasis
6. Concreteness - movement from the concrete to the abstract
7. Interest - arousing the student's interest at all times
8. Order of progression - hearing before speaking, and both before writing
9. Multiple line of approach - many different ways used to teach the language Harold Palmer, 1922 Structural Method VOCABULARY
SELECTION
CRITERIA Teachability Similarity Availability Coverage Defining Power GRAMMATICAL
SYLLABUS
PRINCIPLES Simplicity & Centrality Frequency Learnability GRADATION
APPROACHES * Linguistic Distance
* Intrinsic Difficulty
* Communicative need
* Frequency Assumptions of Early Syllabus Design The basic units of language are vocabulary and grammar
Learners everywhere have the same needs
Learners' needs are identifed exclusively in terms of language needs
The process of learning a language is largely determind by the textbook ORIGIN OF LANGUAGE
CURRICULUM DEVELOPMENT
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