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The 1950s and 1960s in language teaching were times of methodological excitement.

Appeared 1St Syllabus

Grammar Syllabus - Conventional Approach

Selection and Gradation

Grammatical Syllabus based on principles of gradation.

Principles of gradation: selection of the grammatical material is based on their degree of importance and usefulness.

Appeared Beginners' Courses in English

Based on principles of vocabulary and grammatical control

Grammatical structures organized into graded sequences.

English - Language of International Communication

Practical command of English rather than academic mastery of the language.

The need arises to explore new methodologies according to the changing needs of language learners.

Situational Language Teaching

Or also known as the situational approach or the structural-situational approach.

"Main stream teaching method in British language" (Richards, 2001, p.36).

From Syllabus Design to Curriculum Development

Priority: "The need for a systematic approach to selecting grammar for teaching purposes (...)" (Richards, 2001, p.21)

Grammatical Syllabus specifies both: grammar structures and the order in which those structures should be taught (Richards, 2001, p.22)

Lexical and grammatical syllabus.

After World War II, English courses demand for immigrants, refugees and foreign students, increased significantly, in UK, Canada, USA and Australia.

This approach was later replaced by a "TESL/TEFL" approach, based on a structural syllabus and situational drill-based methodology (Richards, 2001, p.37).

A similar method was developed in Europe known as Audiovisual Method, which used visual means for presenting and practicing new language items.

CLT emerged in the lates 1960s and 1970s as response to changes in linguistics in the 1970s.

The 1950s and 1960s in language teaching were times of methodological excitement.

Audiolingual Method

"Golden Age of Audiolingualism (1958-1964)" (Stem, 1974, 63)

"Language learning is overlearning: anything less is of no use." (Bloomfield, 1942, 12).

Changing needs for foreign languages in Europe

" But this revolution has taken little account of the situation or motivation of the learners (...)" (Jupp and Holdin, 1975, 8)

Missing important element in the language revolution during 1960s.

English for Specific Purposes (ESP)

In contrast to students learning English for general purposes, the ESP student is studying English to perform a particular role.

"Different types of students have different types of needs and...

... what they are taught should be restricted to what they need" (Richards, 2001, p.44)

Communicative Language Teaching (CLT)

Focus on communication as the organizing principle for teaching rather than grammatical system of the language.

Language teaching moved from "grammar as the core component of language abilities to...

... a consideration of how language is used by speakers in different contexts of communication" (Richards, 2001, p.48)

Curriculum approach in Language Teaching

"...Curriculum is a far broader concept" (Rodgers, 1989, 26).

"...Syllabus is only a small part of the total school program"

From Syllabus Design to Curriculum Development

American structural linguistics established the basis for a grammatical syllabus and a teaching approach based on theory of behaviorism (Richards, 2001, p.37).

"(...) the field of language curriculum development is defined as encompassing the processes of needs analysis, goal setting, syllabus design, methodology and evaluation" (Richards, 1984, 1).

Educational system (syllabus, curriculum, material) is broken down into a number of quantum units of work.

Each unit with its definition of terminal behavior.

Each unit accompained by a system of credit ratings.

Proposed by Council of Europe

"Unit-credit system"

Framework for developing language teaching

The need to teach ESP began since the 1950s, increased in the 1960s and was consolidated in the 1970s.

English for Specific Purposes

Approaches to gradation (Richards, 2001, p.25)

The concern to make language courses more relevant to learners' needs is the origin of the Languages for Specific Purposes (LSP) movement and The ESP approach to language teaching.

English for Specific Purposes

The need to prepare non-English students for study at American and British universities.

The need to prepare materials to teach students who need English for use in employment as doctors, nurses, engineers and scientist.

or for business purposes.

or to teach immigrants to deal with job situations.

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The procedures to establish the target-level communicative competence of learner.

The procedures to transform all the information gathered into ESP syllabus.

The content of ESP courses has several levels of restrictions (Strevens, 1977):

-Restriction: only the basic skills required by learners' purposes should be included.

-Selection: only vocabulary, patterns of grammar, functions of language, required by learners' purposes should be included.

-Themes and topics and Communicative needs, only those required by learners' purposes should be included.

According to Munby (1978) there are two dimensions of need analysis in ESP courses design:

Structural syllabus with graded vocabulary levels.

Stuctures linked to the context.

The PPP method.

Situational Language Teaching

Applied British Linguistis developed a methodology based on the oral approach.

This methodology was also used in Australia.

Check the componentes by clicking here

The need arises to design a syllabus to teach communicative competence.

The late 1970s and 1980s, there were a variety of proposals for communicative or functional syllabuses, considering a lot of components "to ensure that learners acquire the ability to communicate in a more appropriate and efficient way" (Yalden,1987, 85-87, quoted by Richards, 2001, p.50).

CLT arose as a replacement for the structural-situational and audiolingual methods.

Everyone was "going communicative."

Reinforcement to strengthen habits.

Giving right response instead making mistakes to form foreign language habits.

"Language is behavior and behavior can be learned only by inducing the student to behaver"

Assumptions (Rivers, 1964)

Teaching techniques as repetion of dialogues and pattern practice, followed by exercises to transfer those patterns to new situations.

Which foreign languages should be taught in the school system.

At what year languages should be introduced into the curriculum.

With what intensity.

The extent to which teaching methods addressed learners' needs

Reevaluation in teaching language policy in many countries in Europe, reconsidering aspects like:

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The 1950s and 1960s in language teaching were times of methodological excitement. Appeared 1St Syllabus Grammar Syllabus - Conventional Approach Selection and Gradation Grammatical Syllabus based on principles of gradation. Principles of gradation: selection of the grammatical material is based on their degree of importance and usefulness.

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Language Curriculum Development

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Process

Timeline

Map

Data

Team

Index

Write a subtitle here

Simpler model

Based on Tyler's approach

According to Tyler (1950), in the process of developing any curriculum, four fundamental questions must be answered:

Author's Name

What educational purposes should the school seek to attain?

Experiences

What educational experiences can be provided to attain these purposes?

Organization

How can these educational experiences be effectively organized?

How can we determine whether these purposes are being attained?

Tyler's curricular model
Content Aims and objectives Organization Evaluation
Variation of Tyler's curricular model
Plan Need Implementation Review Aims -objectives
Strategies - Tactics

Methods - Techniques

Evaluation - Consolidation

Cyclical models

Developed by Wheeler and Nicholls and Nicholls

Wheeler's Model of Curriculum Development (1967), focuses on situational analysis. Cyclic process. Includes five stages:

Aims, goals and objectives

Selection of learning experiences

Selection of content

Organization and integration

Evaluation

They are the activities which the learners engage.

Related to validity, significance, utility, interest and learnability.

of learning experiences and content.

Assessment strategies to evaluate the learning process.

Wheeler's Model

Nicholls and Nicholls' Model of Curriculum Development (1972), continuous curriculum development process. Includes five stages:

Situational analysis

Selection of objectives

Selection and organization of content

Selection and organization of learning experiences

Evaluation

Different methods and approaches of evaluation to check the progress of students: test, quiz, presentation, viva.

Nicholls and Nicholls' Model

The curricular systems-design model

The flow diagram shows the relationship between the input (pupils), instructional strategy (process) and the output (System approach, s.f, p.5)

"System approach is a systematic attempt to

coordinate all aspects of a problem towards specific objectives. In education,

this means planned and organised use of all available learning resources to

achieve the desirable learning objectives." (System approach, s.f, p.3)

"The flow chart is an abstract graphical model of the process which helps

to visualise the system at the planning or design stage. " (System approach, s.f, p.6)

References

Londoño, E. (2019). Issues in Language Curriculum Development. https://repository.unad.edu.co/handle/10596/24229

Richards, J. C. (1984). Language Curriculum Development. RELC Journal, 15(1), 1-29. https://doi.org/10.1177/003368828401500101

Richards, J. C. (2001). Curriculum development in language teaching. Cambridge university press. https://doi-org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667220

Studocu. Cyclical Models of Curriculum Development. https://www.studocu.com/row/document/bahauddin-zakariya-university/curriculum-development/cyclical-models-of-curriculum-development/10087807

System approach. (s.f). https://ugcmoocs.inflibnet.ac.in/assets/uploads/1/43/1126/et/LECTURE%204%20TEXT200220080802021111.pdf

Knowledege about the environment.

The social struture of the society.

The traditions and needs of the community.

Stage 1 - Situational Analysis

Curriculum elements are interrelated and interdependent.

Has feedback mechanism.

Emphasizes on situational analysis

It is time consuming.

It is difficult to locate.

Criticized for lack of procedure between stages 4 and 5.

Definition (Sustem approach, s.f, p.2)

"Educationists define the system approach as an approach which aims at finding the most efficient and economically cost effective methods for solving educational problems scientifically.

The system approach provides a framework for all the factors that influence the solution of educational problems or the achievement of objective. "

Organized in sequence.

Must be valid and reliable.

Must fulfil the needs of society.

Must be presented from easy to difficult.

Must be according to the mental level of student

Must be age equivalent.

Nicholls and Nicholls' model

Stage 3 -Selection and organization of content

Nicholls and Nicholls' model

Scope of objective should be broad

Objectives should be clear and useful.

Objective should develop both kind of behavior i.e. expected and content.

Objective should enable students to perform skills.

Stage 2 - Objectives
How to organize it:

Aims cover experineces provided in the curriculum.

Goals related to specif subjects or group of content.

Educators can make changes continually..

Logical sequence organization.

Situational analtsis since 1st step.

Flexible model.

Objectives describe learning outcomes.

It is time consuming, need analysis is a long process.

Difficult to mantain sequential analysis.

An analysis of existing situation.

Setting up of goals for the desired situation.

Defining mechanisms to evaluate the achievements of goals

Generating alternative solutions.

Choosing the best possible solution through cost-benefit analysis.

Detailing the design of the system

Outlining the monitoring mechanisms for the system.

Working out the solution.

Nicholls and Nicholls' model
Selection: learning experiences that

.Allow students oppotunity for self-activity to transfer what was learned.

Alllow student opprtunity of independent thinking and decision making.

Should be adapted according to the needs.

Should be arranged to provide continuity and correlation.

Should be effective, interesting and useful for learners.

Nicholls and Nicholls' model

Includes the following steps
Organized by

.Introduction, opener, orientation

Development, analysis, study

Generalization.

Application, summary

Rythim of learning activities

Stage 4 - Learning experiences

Nicholls and Nicholls' model

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Language Curriculum Development Section Quote Text/Image 1 Text/Image 2 Text/Image 3 Text Video Process Timeline Map Data Team Index Write a subtitle here Simpler model Based on Tyler's approach According to Tyler (1950), in the process of developing any curriculum, four fundamental questions must be answered: Author's Name What educational purposes should the school seek to attain?