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Language Curriculum Development Guide

Curriculum development is a systematic process aimed at improving language teaching quality. It involves determining learner needs and goals, developing an appropriate syllabus and materials, and evaluating outcomes. Effective curriculum design considers principles like connecting research and practice, has clear and measurable goals, and includes ongoing evaluation to facilitate continuous improvement.

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63 views11 pages

Language Curriculum Development Guide

Curriculum development is a systematic process aimed at improving language teaching quality. It involves determining learner needs and goals, developing an appropriate syllabus and materials, and evaluating outcomes. Effective curriculum design considers principles like connecting research and practice, has clear and measurable goals, and includes ongoing evaluation to facilitate continuous improvement.

Uploaded by

Layla Zalsabila
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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  • Language Curriculum Development Overview
  • Curriculum Innovation
  • The Part of Language Curriculum Design
  • Content and Sequencing
  • Monitoring and Assessment
  • Evaluating Course

• Curriculum development is an essentially practical activity to improve

the quality of language teaching through the use of systematic


planning, development, and review practices in all aspects of a
language program.
• The process of curriculum development covers determining learners’
needs, developing aims or objectives to address the needs,
determining an appropriate syllabus, course structure, teaching
methods, and materials, and carrying out an evaluation of the
language program that results from these activities.
(CECILIA L. CALUB, PH.D)
“The aims of curriculum are to make a course that
has useful goals, that achieves its goals, that satisfies
its users, and that does all in this an efficient way”
Nation & John Macalister
Curriculum
evaluation and Policy dialogue and
student formulation
assessment

Curriculum
Processes of Curriculum design
curriculum
implementation
change

Development of System
Capacity text books and management and
building for teaching learning governance
curriculum materials
implementation
• Types: Needs, lacks,
wants
• Means: Test, observe, • Clear, Measurable,
interview Achievable

Need Analysis

Goals

• Class: Time, size, hardware


The environment Following
• Student: Age, proficiency, Principles
need
• Teacher: Experience,
materials
• Connect research and
practice
Use frequency list
• Vocabulary- general and specific
• Verb forms and groups
• Function
• Sub-skills (reading, writing, listening, speaking)

Format and presenting materials


• Format needs to be accessible, comfortable and help learning
• The presentation involves the use of suitable teaching techniques and
procedures, and these need to be put together in lessons
• Self check
Monitoring • Observation
• Peer review

• Paper presentation
Assessment • Achievement test
• Proficiency test
To answer the question “Is this a good
course?”

To bring about improvements in the


course

Responsible curriculum design includes


ongoing evaluation of the course
There is nothing more difficult to plan, more doubtful of success,
not more dangerous to manage than the creation of new system.
For the initiator has the enmity of all who would profit by the
presentation of the old system and merely lukewarm defenders
in those who would gain from the new one.

(Marchiavelli(1513) The Prince)

• Curriculum development is an essentially practical activity to improve the quality of language teaching through the use of
“The aims of curriculum are to make a course that has useful goals, that achieves its goals, that satisfies its users, and
Curriculum change Policy dialogue and formulation Development of text books and teaching learning materials Curriculum
• Connect research and practice •Class: Time, size, hardware •Student: Age, proficiency, need •Teacher: Experience, materi
Use frequency list • Vocabulary- general and specific • Verb forms and groups • Function • Sub-skills (reading, writing, list
• Self check • Observation • Peer review Monitoring • Paper presentation • Achievement test • Proficiency test Assessment
To answer the question “Is this a good course?” To bring about improvements in the course Responsible curriculum design inc
There is nothing more difficult to plan, more doubtful of success, not more dangerous to manage than the creation of new sys

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