The Origins of Language Curriculum Development

Presented by Martha Crowell

ESL 501

Curriculum Development Involves: Determining needs of learners Developing objectives to address needs Designing appropriate syllabus, course

structure, teaching methods and materials

Evaluating language program that results from this process

Many methods have come and gone in the last 100 years. Although there might be a preference for a particular method at a given time, often methods continue in some form even when not in favor at the time (Richards, p. 3)

Grammar Translation Method (1800-1900) Direct Method (1890-1930) Structural Method (1930-1960) Reading Method (1920- 1950) Audio-lingual Method (1950-1970) Situational Method (1950-1970) Communicative Approach (1970- present)

History of Language Development

Structural Method Harold Palmer (1922) laid foundation for

this method It was during this time that Curriculum

Development started to emerge in language teaching

Centered on approaches to determine vocabulary and grammatical content

Led to selection and gradation procedures

Vocabulary Selection Criteria Teachability- can be easily illustrated through

pictures or demonstrations. Similarity- likeness to words in the native

language. Availability- groups of words that come to mind

during certain topics. Ex. Restaurant- menu, server, refill, check, gratuity

Coverage- words that include meanings of other words. Ex. Seat - stool, bench, chair

Defining power- useful in defining other words. Ex. Appliance- dishwasher, fridge, toaster

Grammar Selection Principles Simplicity and centrality- basic, simple

and central structure of language Frequency- frequency of occurrence in

conversational language Learnability- order in which grammatical

items are acquired in L2

Gradation Approaches Linguistic distance- structures similar to those in

native language should be taught first Intrinsic difficulty- simple structures taught

before complex ones Communicative need- despite difficulty, some

structures are needed early-on in acquisition Frequency- occurrence in target language

Sequencing of gradation: Linear- introduced one at a time and practiced

intensively before moving on Cyclical/spiral- items reintroduced throughout course

Assumptions to Syllabus Design

Basic units of language are vocabulary and grammar

Learners have the same needs Learners needs are identified by

language needs Learning a language is largely

determined by the textbook

References Richards, J. C. (2002). The Origins of

Language Curriculum Development. In Richards, J.D. (2002) Curriculum development in language teaching . Cambridge: Cambridge University Press (pp. 1-22).

Google Images (n.d.). Retrieved from http://www.google.com/imghp?hl