The Components of Curriculum

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Original Author: Prastyo

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Since the curriculum is concerned with a general rationale for formulating policy decisions, it combines educational-cultural goals with language goals. For example, an overall educational approach could focus on one of the following major views: (a). a behavioristic orientation, (b). a rational-cognitive orientation, and (c). a humanistic orientation. a. Behavioristic orientation considers the human species to be a passive organism, reacting to external, environmental stimuli, b. Rational-Cognitive orientation considers the human species to be the source and initiator of all acts, and c. Humanistic orientation is concerned with each individuals growth and development, while emphasizing affective factors as well. Generally, an educational orientation is compatible with one or more linguistic and language learning theories. Thus, the behavioristic view is an educational-psychological philosophy which is compatible with a structuralist view of language and a stimulusresponse view about human language learning. There are three basic orientations of curriculum, one concerning with the theory of language, one concerning with the language learning theory, and one concerning pedagogical aspects. All these factors can be reflected partially or fully in a wide variety of language learning approach. Source: http://www.shvoong.com/social-sciences/education/2117900-componentscurriculum/#ixzz1XOiiE2iB
http://www.shvoong.com/social-sciences/education/2117900-components-curriculum/

LSMDLC: Language Curriculum Design

Module Provider: Applied Linguistics M Level: Module Convenor: Pre-requisites: Ms CL Furneaux Co-requisites: Number of credits: 10 [5 ECTS credits] Terms in which taught:

2005/6 Modules Current from: excluded: Aims: This module aims to: review the principal approaches to the design of language curricula; examine relevant factors in specifying a syllabus; analyse teaching materials in the light of syllabus requirements; consider the processes involved in implementing curriculum innovation; and contextualise language curriculum design within the educational system and philosophy of which it is a part. Assessable learning outcomes: By the end of this course, students should be able to:
explain the relationship between educational traditions and the language curriculum; explain the principles and procedures involved in developing a language curriculum; distinguish between syllabus and curriculum, and identify and describe different types of syllabus; discuss the principal bases for organising language syllabuses, including selection, grading and sequencing, and apply these principles to specific aspects of language syllabus design; describe the principles and procedures involved in needs analysis, and evaluate examples of needs analysis; apply needs analysis procedures to a nominated student group, and develop a language curriculum for this group; justify the decisions which were made in developing this curriculum; identify issues involved when implementing curriculum change; and relate these issues to a specific case; make conceptual and practical connections with other parts of the MA.

Additional outcomes: The module will promote the development of autonomous learning skills through engagement with distance study module materials. Through online discussion students should develop their online communication skills. Outline content: Major educational traditions; themes and issues in language teaching; components of the language curriculum; needs analysis; syllabus design: selection & grading; from syllabus to materials; lexical approaches to syllabus design; task based language learning. Brief description of teaching and learning methods: Students work through specifically written distance study module materials,

doing tasks and reading commentaries on those tasks. They also receive core readings in the form of selected articles and a core textbook. Students are invited to contribute responses to specified tasks to the online discussion board and to interact with each other in that forum. The module tutor can be contacted by e-mail, letter or phone. Students interpret and discuss an example of language curriculum design work, produced as a simulation, in the light of the study they have done for the module. Contact hours: Assessment: Coursework N/a Examinations: A 1.5 hour examination at the end of their study for the module consisting of a question based on the simulation materials. Relative percentage of examination: 100% Requirements for a pass: A mark of 50% overall. Reassessment arrangements: Re-assessment by exam when the examination is offered in distance mode.
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