The ELT Curriculum: A Flexible Model for a Changing World

doi:10.1017/CBO9780511667190.012

Chapter 7 - The ELT Curriculum: A Flexible Model for a Changing World

Published online by Cambridge University Press: 10 November 2010

Denise Finney

Edited by

Jack C. Richards and

Willy A. Renandya

Show author details

Jack C. Richards: Affiliation:
Southeast Asian Ministers of Education Organization (SEAMEO) Regional Language Centre (RELC), Singapore
Willy A. Renandya: Affiliation:
Southeast Asian Ministers of Education Organization (SEAMEO) Regional Language Centre (RELC), Singapore

Book contents

Get access

Summary

INTRODUCTION

It is clear that it is no longer enough to teach merely the structures and rules of a language – the myriad approaches to curriculum design which have sprung up in the last four decades under the umbrella of ‘the communicative approach’ have illustrated the shortcomings and lack of relevance of the grammar-systems model of language teaching. Language is communication, and as teachers we must develop in our learners the ability to communicate effectively in a wide range of professional and social contexts. But is it possible to teach a language within the four walls of a classroom? I think not – and so we also need to help our learners to learn how to learn and to keep on learning. I would like to quote the famous educator Carl Rogers, who makes a strong plea for learner- and learning-centred learning as the only possible model for education in a world that is changing faster than ever before:

We are, in my view, faced with an entirely new situation in education where the goal of education, if we are to survive, is the facilitation of change and learning. The only man who is educated is the man who has learned how to learn; the man who has learned how to adapt and change; the man who has realized that no knowledge is secure, that only the process of seeking knowledge gives a basis for security. […]

Information

Type: Chapter
Information: Methodology in Language Teaching
An Anthology of Current Practice
, pp. 69 - 79

DOI: https://doi.org/10.1017/CBO9780511667190.012 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2002

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Book purchase

Temporarily unavailable

References

Allen, J. P. B. (1984). General-purpose language teaching: A variable focus approach. In C. J. Brumfit (Ed.), ELT Documents 118 (pp. 61–74). Oxford: Pergamon Press

Brindley, G. P. (1989). The role of needs analysis in adult ESL programme design. In R. K. Johnson (Ed.), The second language curriculum (pp. 63–78). Cambridge: Cambridge University PressCrossRef

Brown, J. D. (1989). Language program evaluation: A synthesis of existing possibilities. In R. K. Johnson (Ed.), The second language curriculum (pp. 222–241). Cambridge: Cambridge University PressCrossRef

Brumfit, C. J. (1984). General English syllabus design: Curriculum and syllabus design for the general English classroom. ELT Documents 118. Oxford: Pergamon Press

Brumfit, C. J., & Johnson, K. (Eds.). (1979). The communicative approach to language teaching. Oxford: Oxford University Press

Candlin, C. N. (1984). Syllabus design as a critical process. In C. J. Brumfit (Ed.), ELT Documents 118 (pp. 29–46). Oxford: Pergamon Press

Clark, J. L. (1987). Curriculum renewal in foreign language learning. Oxford: Oxford University Press

Dickinson, L. (1987). Self-instruction in language learning. Cambridge: Cambridge University Press

Dubin, F., & Olshtain, E. (1986). Course design: Developing programs and materials for language learning. Cambridge: Cambridge University Press

Hirst, P. H. (1965). Liberal education and the nature of knowledge. In R. D. Archambault (Ed.), Philosophical analysis and education (pp. 113–138). London: Routledge & Kegan

Johnson, R. K. (Ed.). (1989). The second language curriculum. Cambridge: Cambridge University Press

Kelly, A. V. (1989). The curriculum: Theory and practice. London: Paul Chapman Publishing

Mager, R. F. (1962). Preparing instructional objectives. California: Fearon Press

Nunan, D. (1985). Language teaching course design: Trends and issues. Adelaide: National Curriculum Recource Centre

Nunan, D. (1988). The learner-centred curriculum. New York: Cambridge University Press

Prabhu, N. S. (1987). Language education: Equipping or enabling? In B. K. Das (Ed.), Language education in human resource development (pp. 190–201). Singapore: SEAMEO R-LC

Richards, J. C. (1984). Language curriculum development. RELC Journal, 15(1), 1–29CrossRef

Richards, J. C., Platt, J., & Platt, H. (1992). Dictionary of applied linguistics. 2nd ed. Harlow, UK: Longman

Rogers, C. (1983). Freedom to learn. New York: Macmillan

Skilbeck, M. (1982). Three educational ideologies. In T. Horton & P. Raggatt (Eds.), Challenge and change in the curriculum. London: Hodder & Stoughton

Stern, H. H. (1983). Fundamental concepts of language teaching. Oxford: Oxford University Press

Tumposky, N. (1984). Behavioral objectives, the cult of efficiency, and foreign language learning: Are they compatible?TESOL Quarterly, 18(2), 295–310CrossRef Google Scholar

Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press

White, R. (1988). The ELT curriculum: Design, innovation and management. Oxford: Blackwell

Widdowson, H. G. (1984). Educational and pedagogic factors in syllabus design. In C. J. Brumfit (Ed.), ELT Documents 118 (pp. 23–27). Oxford: Pergamon Press

Yalden, J. (1984). Syllabus design in general education: Options for ELT. In C. J. Brumfit (Ed.), ELT Documents 118 (pp. 11–21). Oxford: Pergamon Press

Yalden, J. (1987). Principles of course design for language teaching. Cambridge: Cambridge University Press