BACKGROUND INFORMATION

Course: Curriculum Development in TESOL (Spring 2010)

Instructor: D. Deubelbeiss
Email: ddeubel@gmail.com
Website: http://tesol.ewha.ac.kr/curriculum
Phone: 02 1234 5678
Office: Ed. Building - # 123
Office Hour: 2:00-5:00pm Tues / Thursday (or by appointment)

Course Description

This course aims to provide teachers with a complete understanding of

the approaches, theories, concepts, processes and issues surrounding
curriculum and ELT course development. Overall, this course seeks to
equip teachers to critically assess, design and evaluate language
programs and teaching materials.

Topics covered will be organized around the basic framework of Bartlett

and Butler (1985).

1. The Designed Curriculum (Philosophy, Approach and Policy & Goals /

Objectives)
2. The Developed Curriculum (Materials and Processes: Context/Beliefs)
3. The Enacted Curriculum (Teaching)
4. The Received Curriculum (Outcomes / Learning )
5. The Assessed Curriculum (Testing, Revising)

The course will be taught through a variety of methods; lecture,

discussion (in class and online), presentation, project and
collaborative work / research. Tasks from the course text will form the
core activities/reflection and will be evaluated and collected in a
Course Journal. Focus will be given to teaching through the teacher’s
own experiences and the examination of real course plans, outlines and
teaching materials.

Goals

1. Teachers will be able to critically analyze language

curriculum/syllabi and teaching
materials.
 2. Teachers will develop and be able to describe their own
theories of language
design.
3. Teachers will be able to capably design their own language
course curriculum.
4. Teachers will show a mastery of the knowledge
(terminology), people, and issues
surrounding curriculum development in ELT.

Course Texts:

Kathleen Graves: Designing Language Courses: A Guide for

Teachers (2000). Heinle & Heinle. Thompson Learning
David Nunan: Syllabus Design (1988). Oxford University Press.
[available in Korean]

Required / Recommended Readings:

(See Below)

Schedule and Topics

W Dat Topic Assigned Assignment

e Reading
1 Introduction: What is Curriculum?
Graves 1; Online
- Definitions, Philosophy and Nunan 1 Voicethread
Approaches self-
- Tyler – 4 Questions. Kerr, Infed – introduction
Bruner, Stenhouse Curriculum
- Aristotle – A theory of Theory and (assign
knowledge Practice. weekly
- Pre – course survey / Creating presentations
a Portfolio of articles /
essays)
2 Types of Syllabi / Goals and Graves 5;
Objectives Yalden (61-68) Online
Marsh & Willis Quiz
- 5 new models 1
- Goals vs Objectives Richards 1, 2 - Portfolio
- Stern / Brown Nunan (24-24 & tasks
- 79-84)
3 The Importance of Context and Your
Beliefs Graves 2, 3 Portfolio
 Johnston tasks
- Factors to consider. (Values) Discussion
Context brainstorm Wright - online
- In class Belief Survey / Survey Final
- Values in Education Breen (60-70) Project –
- Frameworks of Belief / Teaching Start Work
Philosophies
-
4 Conceptualizing Content (Teaching)
Graves – 4
- in class mapping of themes Richards 4 Online Quiz
- Mind Mapping (Tony Buzan) Freeman (397- Portfolio
- Curriculum Coherence – Mapping / 417) tasks
Flow Charts
- Aspects of Context. The Social
Realm
- The Learner and Learning Styles

5 Curriculum Planning: Needs &

Situation Analysis Discussion
Richards 5 online
From Needs Analysis to Goal (120-142) Portfolio
Setting Grave 6 tasks
- Inquiry and Question Nunan (13-24)
based Syllabi
- What are needs? Purpose?
- How to – methods
- Learning styles activity.
Gardner 5 Minds
- Examples.
- Writing your own questionnaire

6 Course Planning : Bringing it all Graves 7

together! Richards 6 Online Quiz
(145-152) Portfolio
Why? How? Nunan 3 tasks
- 5 Aspects
- Organizing Principles
7 Developing / Making / Collecting Graves 8
Materials Willis and Discussion
Willis (pp online
- adapting materials 44-62) Portfolio
- student created materials Focus on task
- using Video and multimedia Basics (1-7 )
Clarke
8 Textbooks: Adapting and Analysis
Graves 9 Online Quiz
- checklist – critically evaluate Cummingworth 9 Portfolio
a textbook Ellis (36-42) task
- Activity / Unit / Syllabus level
adaptation
- Factors to consider
- Options for use and integration.

9 Making an Assessment Plan

Graves 10 Discussion
- summative / formative assessment Richards 7 online
- Challenges / pitfalls (video) Harmer (13- Portfolio
- Using rubrics / performance 24) task
assessment Nunan 8
- Solom Observation Matrix

10 The role of the teacher in

curriculum development – The Prepare
Future of ELT. Wright 1 Presentations
- self analysis / discussion / Nunan (36-41)
teacher’s role
- the future of curriculum /
online learning
- George Siemen’s Future of
Education.

11 Review / Wrap Up
Prepare for
- Presentations. Final
- review vocabulary / terminology Hand in
- Post course Assessment Portfolio

Required Readings (available on the Ewha website or in class)

Alstrom, Charissa, (2004) Collaborating with students to build

curriculum that incorporates real life materials In Focus on Basics V6,
IC, NCSALL, Washington.

Breen, M. (1985). Authenticity in the language classroom. Applied

Linguistics, 6 (1), 60-70.

Brinton, D. M. (2001). The use of media in language teaching. In Celce-

Murcia, M. (Ed.), Teaching English as a second or foreign language (pp.
459-475). Boston, MA: Heinle and Heinle

Clarke, D. F. (1989). Materials adaptation: why leave it all to the

teacher? ELT Journal, 43 (2), 133-141.
Cummingsworth, A. (1995). Choosing your coursebook. Heinemann.

Ellis, R. (1997). The empirical evaluation of language teaching

materials. ELT Journal, 51 (1), 36-42

Freeman, D. & Johnson, K. E. (1998). Reconceptualizing the knowledge-

base of language
teacher education. TESOL Quarterly, 32, 397-417.

Harmer, J (2007) The Practice of English Language Teaching. Harlow:

Longman

Johnston, B. (2003). Values in English language teaching.(Introduction)

Mahwah, NJ: Lawrence Erlbaum.

Nunan, D (1988b) The Learner-Centred Curriculum. Cambridge: Cambridge

University Press

Richards, Jack C. 2000. Curriculum Development in Language Teaching.

Cambridge:
Cambridge University Press.

Sheldon, L. E. (1988). Evaluation ELT textbooks and materials. ELT

Journal, 42 (4), 237-246.

Tomlinson, B. (2005). Materials development in language teaching.

Cambridge: Cambridge University Press

White, R. (1993). The ELT curriculum: design, innovation, and

implementation. Blackwell.

Willis, J and Willis, D (eds.) (1996) Challenge and Change in Language

Teaching. Oxford: Heineman

Wright, T. (1987) Understanding Classroom Role Relationships, Roles of

Teachers and Learners, Oxford, Oxford Univ. Press.

Yalden, J. (1987). Principles of Course Design for Language Teaching,

Cambridge: Cambridge University press
.

Course Requirements

1 Attendance & Participation 10%

2 Oral Presentation (Leading Discussion) 10%
3 Final Group Project 30%
2 Weekly Quizzes and Online Discussion 20%
4 Final Exam 30%
5 Portfolio S /
 Inc.

Attendance, Discussion, & Participation (10%)

Attendance, participation in all class activities is important.

All teachers will be encouraged to work together, share ideas and
experiences and be part of a “learning community”. This means both
in class and online. The prerequisite is to actively read the
assigned readings and bring your comments and questions to class.

Oral Presentation / Leading Discussions (10%)

This class will rely heavily on cooperative learning. Each week,

different students will be provided an additional article and will
present and lead a discussion in class, the following week.
Teachers are expected to prepare and teach the main points of the
article and provide questions for a class discussion afterward.

Final Group Project (30%)

As Graves notes (pg. 11), dialogue is crucial to learning, higher

learning. Teachers will work throughout the course on a “capstone”
project – Designing a Course Textbook. Teachers will apply the
principles and procedures learned during the course to plan a
textbook. A list to possible target audiences will be provided,
as well as a template. Teachers will work together and peer
assessment will be required.

Weekly Quizzes, Online Discussions (20%)

Every week, teachers will be required to complete either a brief

online quiz (to consolidate knowledge and check understanding) or
an online discussion board entry to a question about that week’s
topic. This is a vital part of the course.

Final Exam (30%)

A final exam consisting of multiple choice questions, short answer

and a longer final question will be given. All teachers are
expected to master the terminology and theory of curriculum
development.

Course Portfolio (Satisfactory / Incomplete)

Each teacher will be given a notebook which will act as a

portfolio. Teachers are expected to record all the tasks from the
course textbook (Designing Language Courses) there. Also, to keep
notes and build a glossary of terms as they relate to the course.
Portfolios are an important record and tool in one’s learning.
The portfolio will be reviewed by the instructor and given either
a Satisfactory or Unsatisfactory grade.

Please note that no plagiarism is allowed in this class.

Recommended Readings / Reference

Brown, J. D. (1995). The elements of language curriculum: a systematic

approach to program development. Heinle & Heinle.

Bobbit, Franklin. (1918) The Curriculum, Boston: Houghton Mifflin

Bruner, J. S. (1960). The Process of Education. New York: Vintage Books.

Dewey, J. (1902) The Child and the Curriculum, Chicago: University of

Chicago Press

Dubin, F. & Olshtain, E. (1997). Course design: developing programs and

materials for language learning. Cambridge: Cambridge University
Press.

Edge, J. & Wharton, S. Autonomy and development: living in the

materials world (295-311)

Ellis, R. (1997). The empirical evaluation of language teaching

materials. ELT Journal, 51 (1), 36-42.

Grant, N. (1987). Making the most of your textbook. Longman.

Hunchinson, T. & Waters, A. (1987). English for specific purposes: a

learning-centered approach. Cambridge: Cambridge University Press.

Johnson, R. K. (1989). Second language curriculum. Cambridge: Cambridge

University Press.
Pennington: Faculty development for language programs

Long & Crooke. (1992). Three approaches to task-based syllabus design.

TESOL Quarterly,

McGrath, Ian. 2002. Materials Evaluation and Design for Language

Teaching. Edinburgh: Edinburgh University Press.

McKay, S. L. (2003). Toward an Appropriate EIL Pedagogy: Re-Examining

Common ELT Assumptions. International Journal of Applied Linguistics,
13 (1), 1-22.
Marsh, C. J. & Willis, G. (1999). Curriculum: Alternative approaches,
on-going issues.

Stenhouse, L. (1975) An Introduction to Curriculum research and

Development, London: Heineman.

Tyler, R.W. (1949) Basic Principles of Curriculum and Instruction,

Chicago: University of Chicago Press.

Widdowson, H. G. (1987). English for specific purposes: criteria for

course design. In M. H. Long, & J. C.

Journals for Reference

TESOL Quarterly; ELT Journal

Journal of Curriculum Studies; Curriculum Inquiry
RELC Journal; Applied Linguistics
Research in the Teaching of English; Second Language Research
International Journal of Applied Linguistics
Systems; English for Specific Purposes
Annual Review of Applied Linguistics; Foreign Language Annals
Journal of Second Language Writing; Language Culture and
Curriculum
Language Learning; Modern Language Journal
Journal of Teacher Education; Teaching & Teacher Education