Second language teaching is often viewed from a very narrow perspective – that of the teaching act. Consequently much of the literature on second language teaching deals with teaching methods or with the design and use of instructional materials. If students aren't learning it is assumed to be the fault of the method, the materials, or the teacher. Yet the success of a language program involves far more than the mere act of teaching. As with any successful educational program, a number of levels of planning, development, and implementation are involved. Goals and objectives for the program have to be developed as well as syllabuses and instructional materials. Instructional strategies have to be determined, teachers selected and trained, and tests and assessment procedures chosen. Once the program is in operation, procedures are needed to enable the program to be monitored and its effects on learners and learning evaluated. In order to plan for effective second language teaching, a comprehensive view is needed of the nature and process of language program development. Providing such a view is the goal of this chapter, in which issues and practices in language curriculum development are reviewed and their contribution to effective language teaching assessed.

Language curriculum development, like other areas of curriculum activity, is concerned with principles and procedures for the planning, delivery, management, and assessment of teaching and learning. Curriculum development processes in language teaching comprise needs analysis, goal setting, syllabus design, methodology, and testing and evaluation.