The Second Language Curriculum

doi:10.1017/CBO9781139524520

An authoritative collection of papers which argues for issues of language curriculum development to be made explicit.Issues of language curriculum development underlie all stages in the planning and implementation of language teaching programmes. This authoritative collection of papers argues for these isses to be made explicit. The stages which the book deals with are: curriculum planning, specification of ends and means, programme implementation, and classroom implementation. Evaluation is also of crucial relevance at each stage. The 'curriculum' is taken to mean all the factors which contribute to the teaching and learning situation, and the emphasis of the book is on the interdependence of these factors. The contributors are leading practitioners and researchers with experience in various parts of the world. They identify the problems faced and the directions to be followed in relating current theory with practice in curriculum development. This collection will be of key interest to teachers, teacher-trainers, course directors and designers, and all others concerned with designing and implementing language programmes.

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Contents

Frontmatter
pp i-iv
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Contents
pp v-vii
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Contributors
pp viii-viii
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Series editors' preface
pp ix-ix
- By Michael H. Long, Jack C. Richards
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Acknowledgements
pp x-x
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Overview
pp xi-xxii
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I - 1 CURRICULUM OVERVIEW
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Chapter 1 - A decision-making framework for the coherent language curriculum
pp 1-23
- By Robert Keith Johnson, University of Hong Kong, Hong Kong
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I - 2 CURRICULUM PLANNING
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Chapter 2 - Syllabus design, curriculum development and polity determination
pp 24-34
- By Theodore S. Rodgers, University of Hawaii, Honolulu, USA
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Chapter 3 - DES-IMPL-EVALU-IGN: an evaluator's checklist
pp 35-47
- By Peter Hargreaves, University of Cambridge Local Examinations Syndicate, Cambridge, England
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II - ENDS/MEANS SPECIFICATION
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Chapter 4 - Needs assessment in language programming: from theory to practice
pp 48-62
- By Richard Berwick, Kobe University of Commerce, Kobe, Japan
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Chapter 5 - The role of needs analysis in adult ESL programme design
pp 63-78
- By Geoffrey Brindley, Adult Migrant Education Service, Sydney, Australia
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Chapter 6 - Service English programme design and opportunity cost
pp 79-90
- By John Swales, The University of Michigan, Ann Arbor, USA
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III - PROGRAMME IMPLEMENTATION
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Chapter 7 - Faculty development for language programs
pp 91-110
- By Martha C. Pennington, University of Hawaii, Honolulu, USA
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Chapter 8 - The evolution of a teacher training programme
pp 111-135
- By Michael Breen, University of Lancaster, Lancaster, England, Chris Candlin, Macquarie University, North Ryde, Australia, Leni Dam, Education Authority, Greve, Denmark, Gerd Gabrielsen, Danmarks Laererhojskole, Copenhagen, Denmark
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Chapter 9 - Appropriate design: the internal organisation of course units
pp 136-154
- By Graham Low, University of York, York, England
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Chapter 10 - Beyond language learning: perspectives on materials design
pp 155-175
- By Andrew Littlejohn, University of Lancaster, Lancaster, England, Scott Windeatt, University of Lancaster, Lancaster, England
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IV - CLASSROOM IMPLEMENTATION
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Chapter 11 - Hidden agendas: the role of the learner in programme implementation
pp 176-186
- By David Nunan, National Curriculum Resource Centre, Adelaide, Australia
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Chapter 12 - The evaluation cycle for language learning tasks
pp 187-206
- By Michael Breen, University of Lancaster, Lancaster, England
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Chapter 13 - Seeing the wood AND the trees: some thoughts on language teaching analysis
pp 207-221
- By H. H. Stern, University of Lancaster, Lancaster, England
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V - EVALUATION
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Chapter 14 - Language program evaluation: a synthesis of existing possibilities
pp 222-241
- By James Dean Brown, University of Hawaii, Honolulu, USA
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Chapter 15 - The development and use of criterion-referenced tests of language ability in language program evaluation
pp 242-258
- By Lyle F. Bachman, University of Illinois at Urbana-Champaign, USA
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Chapter 16 - Mastery decisions in program evaluation
pp 259-269
- By Thom Hudson, University of California at Los Angeles, USA
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Chapter 17 - Tailoring the evaluation to fit the context
pp 270-285
- By Warwick B. Elley, University of Canterbury, Christchurch, New Zealand
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Bibliography
pp 286-309
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