UNIT 2: CYCLE-TASK, TASK 3

TYPES OF LANGUAGE CURRICULUM

Presented by
David Alonso Jiménez

Group

551026A_474

Tutor
EDWIN ANDRES LONDOÑO

Universidad Nacional Abierta Y A Distancia

Bucaramanga
noviembre, 2018
 CURRICULUM
CLASSICAL HUMANISM RECONSTRUCTIONS PROGRESSIVISM MIXED-FOCUS CURRICULUM
SCOPE
-Since the definition of
curriculum, then the purposes of -The purpose of education
-The main purpose of education is -There must be a real agreement of what
the programme are to transmit from the point of view of
to bring about some kind of social the communicative term means in a
knowledge of the language the process model is to
SIMILARITIES change. communicative curricular approach in its
system to the learners and to enable the individual to
-Performance indicators, learning context and to clarify the principles and
ensure that they master the progress towards self-
objectives, performance objectives. processes of curricular design.
grammar rules and vocabulary of fulfillment.
the language.
- Content-based curriculum. -Learningcentred curriculum.
-Objectives- based curriculum.
-In the field of English language (Dickinson, 1987). -This is the most realistic approach and it
-Learning as a process of observable
teaching, this model underpins - 'Learner-centred curriculum' can be a blend of all three.
changes in behavior which could be
the grammar-based curriculum, (Nunan, 1985, 1988; -Yalden proposes a proportional syllabus,
measured.
DIFFERENCES where the syllabus is concerned Candlin, 1984). with a semantic-grammatical organisational
-Notional-functional syllabus with
with the grammar and - It has been influenced by base, a linguistic component based on
emphasis on needs analysis and the
vocabulary of the language. philosophical trends and language functions and themes based on
eventual ends of language learning.
- passive reception of broad educational learners’ interests. Yalden (1987)
- Acquisition of specific skills.
'knowledge' developments.
-The goals of education are
-Objectives- based curriculum.
not defined in terms of
-The objectives model can be
particular ends or products, -concepts central include needs analysis, an
appropriate in the area of
-Content-based curriculum. but in terms of the processes emphasis on process as well as product, a
vocational training and in subjects
-This model has been the and procedures by which the focus on the learner and learning,
which require the transmission of
dominant philosophy underlying individual develops evaluation at every stage, and, most
MAIN SCOPE particular skills. Kelly (1989).
the history of the Western understanding and important, the need for interaction
-The objectives model, was the
educational system for centuries. awareness and creates between and integration of the different
basis of the Council of Europe
-passive reception of 'knowledge' possibilities for future aspects of the design and implementation
Threshold Level project in the
learning. process.
1970s
-Learningcentred curriculum.
- Acquisition of specific skills.
-Learner-centred curriculum.
 CURRICULUM
CLASSICAL HUMANISM RECONSTRUCTIONS PROGRESSIVISM MIXED-FOCUS CURRICULUM
SCOPE
-The use of behavioral
-Is an integrated approach which is
objectives as the basis for
learner-centered and is an attempted
- The content is curriculum design- Tyler
"synthesis of the product-oriented ends-
knowledge which has (1930). -Content is based on principles derived
means model and the processoriented
been identified and Behavioral objectives: from research into learning development
approach "(Nunan, 1988, p.20).
agreed to be universal, 1. describe the behavior to be and the overall purposes of the
CONTENTS - Policy, the aims of the curriculum, or
unchanging and absolute. performed. educational process, which allows the
what it seems desirable to achieve;
- grammar and 2. describe the conditions formulation of objectives related to the
-pragmatics, the constraints on what it is
vocabulary of the under which the performance procedural principles.
possible to achieve;
language. will be expected to occur.
-the participants in the decision-making
3. standard of acceptable
process.
performance (the criterion).
-Learningcentred curriculum.
-Teacher is open to the criticism of
-The objectives of a learning -Information about learners which can be
-The content of what is to subjectivity in the definition of concepts
programme are clear to both used to guide the learning process is
be transmitted to, the and needs of students.
the teacher and the learners, collected.
learner, contributes to the -The student shows interests and
which facilitates the selection - Takes into account factors such as learner
overall intellectual development processes.
of learning materials and motivation and learning styles as well as
development of the - The model is based on the concepts of
activities. learner-defined target language behavior.
TEACHERS' AND learner. student needs, interests and development
-The selection of contents and -Teacher is a researcher.
STUDENTS' ROLES -The apprentice is passive. processes
objectives are predictable. - Teachers must be reflective, analytic and
- The teacher is a - Teachers provide opportunities for
-The student does not creative, open to new methods and ideas;
transmitter of universal, students to learn by doing.
produce his learning; the - Teacher place more emphasis on
immutable and absolute - the student learns by doing the task
teacher produces the expected structure, before moving on to functions
knowledge. Without (Kohn 2008, 2). This active learning
behavior of the student and and then using tasks or topics to apply
discussion takes place through social interactions,
the learning objectives. and creatively use the language.
where they are constantly solving
problems
 CURRICULUM
CLASSICAL HUMANISM
SCOPE
-The teaching procedures and
learning experiences will include
drilling of grammatically correct
sentences, explanations of theory
and memorization of lists of
vocabulary; and assessment is
METHODOLOGIES based on the learner’s ability to
ACTIVITIES produce grammatically accurate
language.
-The ability in the learner “to
think effectively, to communicate
thought, to make relevant
judgements, to discriminate
among values” (Hirst, 1965, p. 2).
It is unable to cope with a
discussion of the wider purposes
of education, and does not take
into account the abilities or
problems of the individual learner
be trained to behave in
or the complexities of the learning
DIFFICULTIES process itself.
precludes such concepts
-It is unable to take account of the
widely differing needs of a
massive student population.
personal development.
- The grammar-based approach is
not the primary factor.
-A narrow linguistic focus.
RECONSTRUCTIONS PROGRESSIVISM MIXED-FOCUS CURRICULUM
-There is no such thing as a
communicative syllabus:
-Four stages of decision-making are identified:
there can be a methodology that
-Teacher describes the curriculum planning, ends / means specification,
stimulates communicative
behavior to be program implementation, and implementation in
learning "(Widdowson, 1984, p.
performed, establishes the classroom. . .
26).
the conditions under - A broad, process-oriented view of needs which
-This approach is focused on the
which the performance takes into account factors such as learner
teaching methodology towards
will be expected to motivation and learning styles as well as learner-
the concept of "communicative
occur. defined target language behavior.
competence"
-Teacher must state a - The syllabus provides the framework, but learning
-This approach is based on
standard of acceptable ultimately depends on the interaction between the
processes and procedures by
performance (the teacher and the learners in the classroom, and on
which the individual develops
criterion). the teaching approaches, activities, materials and
understanding and awareness
procedures employed by the teacher.
and creates possibilities for
future learning.
-It reduces people to -In practice, as a basis for
the level of national curriculum
automatons who can development projects, it is less
attractive than the objectives -This model is not without its difficulties, and a
particular ways and model for large-scale curriculum good deal of research will need to take place to
development and planning establish an adequate theoretical base.
as autonomy, self- related to government trends in -
fulfillment and the West towards vocational
training to meet employment
Kelly (1989). needs.
 CURRICULUM
CLASSICAL HUMANISM
SCOPE
-The assessment is based on the
objectives, the success of the
learner’s ability to produce
grammatically accurate language.
EVALUATION
-Correct sentences, explanations
of theory and memorization of
the extent that the objectives
lists of vocabulary;
RECONSTRUCTIONS PROGRESSIVISM MIXED-FOCUS CURRICULUM
-Evaluation must take place at all stages of
The student learns by doing
curriculum planning and implementation, and
the task (Kohn 2008, 2).
-There are clearly specified involve all participants. The primary purpose of
This active learning
evaluation is to determine whether or not the
takes place through social
learners, and of the curriculum goals have been met, which, in the case
interactions, where they
programme, can easily and of a language programme, will be based on an
are constantly solving
accurately be evaluated to assessment of the participants in the programme.
problems.
Another purpose is to determine the effectiveness
-Teacher evaluates the
have been fulfilled. of the curriculum and to evaluate the language
ability to interact and solve
programme itself, which will focus on the teachers,
problems.
the methodology, the materials and so on.
 REFERENCES

-Jack, R. & Renandya, W. (2010). Methodology in Language Teaching. An Anthology of

Current Practice. Cambridge University Press. Chapter 7 The ELT curriculum. Available in:
https://bibliotecavirtual.unad.edu.co:2444/10.1017/CBO9780511667190.012

-Mercado, Geoffrey Miles (2013). Academia.edu. An evaluation of progressivism in the context

of christian educational philosophy. Available in:
http://www.academia.edu/4273651/AN_EVALUATION_OF_PROGRESSIVISM_IN_THE_CON
TEXT_OF_CHRISTIAN_EDUCATIONAL_PHILOSOPHY_A_Term_Paper