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.

- Aa Reduce text
- Aa Enlarge text

View selected items
Save to my bookmarks
Export citations
Download PDF (zip)
Save to Kindle
Save to Dropbox
Save to Google Drive
Save content to
To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to .

To save content items to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Please be advised that item(s) you selected are not available.
You are about to save
Your Kindle email address

Please provide your Kindle email.

@free.kindle.com @kindle.com (service fees apply)

By using this service, you agree that you will only keep content for personal use, and will not openly distribute them via Dropbox, Google Drive or other file sharing services

Page 1 of 2

First
« Prev
1
2
Next »
Last

Contents

Frontmatter
pp i-iv
- - You have access
- PDF
- Export citation

Contents
pp v-vii
- - You have access
- PDF
- Export citation

Contributors
pp viii-viii
- - You have access
- PDF
- Export citation

Series editors' preface
pp ix-ix
- By Michael H. Long, Jack C. Richards
- - You have access
- PDF
- Export citation

Acknowledgements
pp x-x
- - You have access
- PDF
- Export citation

Overview
pp xi-xxii
- - You have access
- PDF
- Export citation

I - 1 CURRICULUM OVERVIEW
- - You have access
- PDF
- Export citation

Chapter 1 - A decision-making framework for the coherent language curriculum
pp 1-23
- By Robert Keith Johnson, University of Hong Kong, Hong Kong
- - You have access
- PDF
- Export citation

I - 2 CURRICULUM PLANNING
- - You have access
- PDF
- Export citation

Chapter 2 - Syllabus design, curriculum development and polity determination
pp 24-34
- By Theodore S. Rodgers, University of Hawaii, Honolulu, USA
- - You have access
- PDF
- Export citation

Chapter 3 - DES-IMPL-EVALU-IGN: an evaluator's checklist
pp 35-47
- By Peter Hargreaves, University of Cambridge Local Examinations Syndicate, Cambridge, England
- - You have access
- PDF
- Export citation

II - ENDS/MEANS SPECIFICATION
- - You have access
- PDF
- Export citation

Chapter 4 - Needs assessment in language programming: from theory to practice
pp 48-62
- By Richard Berwick, Kobe University of Commerce, Kobe, Japan
- - You have access
- PDF
- Export citation

Chapter 5 - The role of needs analysis in adult ESL programme design
pp 63-78
- By Geoffrey Brindley, Adult Migrant Education Service, Sydney, Australia
- - You have access
- PDF
- Export citation

Chapter 6 - Service English programme design and opportunity cost
pp 79-90
- By John Swales, The University of Michigan, Ann Arbor, USA
- - You have access
- PDF
- Export citation

III - PROGRAMME IMPLEMENTATION
- - You have access
- PDF
- Export citation

Chapter 7 - Faculty development for language programs
pp 91-110
- By Martha C. Pennington, University of Hawaii, Honolulu, USA
- - You have access
- PDF
- Export citation

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
- - You have access
- PDF
- Export citation

Chapter 9 - Appropriate design: the internal organisation of course units
pp 136-154
- By Graham Low, University of York, York, England
- - You have access
- PDF
- Export citation

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
- - You have access
- PDF
- Export citation

IV - CLASSROOM IMPLEMENTATION
- - You have access
- PDF
- Export citation

Chapter 11 - Hidden agendas: the role of the learner in programme implementation
pp 176-186
- By David Nunan, National Curriculum Resource Centre, Adelaide, Australia
- - You have access
- PDF
- Export citation

Chapter 12 - The evaluation cycle for language learning tasks
pp 187-206
- By Michael Breen, University of Lancaster, Lancaster, England
- - You have access
- PDF
- Export citation

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
- - You have access
- PDF
- Export citation

V - EVALUATION
- - You have access
- PDF
- Export citation

Chapter 14 - Language program evaluation: a synthesis of existing possibilities
pp 222-241
- By James Dean Brown, University of Hawaii, Honolulu, USA
- - You have access
- PDF
- Export citation

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
- - You have access
- PDF
- Export citation

Chapter 16 - Mastery decisions in program evaluation
pp 259-269
- By Thom Hudson, University of California at Los Angeles, USA
- - You have access
- PDF
- Export citation

Chapter 17 - Tailoring the evaluation to fit the context
pp 270-285
- By Warwick B. Elley, University of Canterbury, Christchurch, New Zealand
- - You have access
- PDF
- Export citation

Bibliography
pp 286-309
- - You have access
- PDF
- Export citation

Page 1 of 2

First
« Prev
1
2
Next »
Last

Metrics

Total number of HTML views: 0

Total number of PDF views: 0 *

Loading metrics...

Total views: 0 *

Loading metrics...

* Views captured on Cambridge Core between #date#. This data will be updated every 24 hours.

Usage data cannot currently be displayed.

Why this information is here

This section outlines the accessibility features of this content - including support for screen readers, full keyboard navigation and high-contrast display options. This may not be relevant for you.

Accessibility Information

Accessibility compliance for the PDF of this book is currently unknown and may be updated in the future.

The Second Language Curriculum

Book description

Refine List

Actions for selected content:

Save Search

Contents

Metrics

Full text views

Book summary page views

Accessibility standard: Unknown

Why this information is here

Accessibility Information