Farcias je Practice of making informed choices among the available approaches, syllabuses, techniques, and exercises in order to adapt ta a particular group of students in @ particular situation for the purposes of most effectvely and efficiently helping them to learn language. CLRRIGLLUMCOMPCNENTS le Curriculum development is a series of activities that contribute to the growth of consensus among the ~— staff, faculty, administration, and students CURRICULUM COMPCNENTS. le Curriculum activitios these will provide a framework that helps teachers to accorrplish_ whatever corrbination of teaching activities is mast suitable in their professional judgment for a given situation (ie. A framework that helps the students to lear as efficently and effectively as possible in the givan situation CLRRICLLUMCOMPCRENTS, le Curriculum design process could be viewed as being made up of the people and the paper-moving operations that make the doing of teaching and leaming possible ‘SYSTEMATICAFPROSCHTODESIGNINGAND MANTANINGLANGLAGE CLRRIGULLM EEE es Pee ES NEEDS ANALYSIS. le Identification of the language forms that the students will likely need to use in the target language when they are required to actually understand and produce the language NEEDS ANALYSIS. je The analytical focus is on the learners and their needs are viewed in linguistic terms. NEEDS ANALYSIS e It is a systematic collection and analysis of ll relevant information necessary to satisfy the language —__ learning requirements of the students within the context of the particular institutions involved in the learning situationGOALS AND GBJECTIVES -general statement what must be accomplished in order to attain and satisfy students’ needs GOM_SANDCBJECTINES je Objectives- are precise statements about what content or skills the students must master in order to attain a particular goal.LANGLIGE TESTING lethe next logical step in curriculum development is the development of tests based on a program’s goals and objectives LANGUAGE TESTING lethe next logical step in curriculum development is the development of tests based on a program's goals and objectives LANGUAGE TESTING |e 2 different types of tests: jnorm-referenced test-intended to compare the relative performance of students to each other LANGUAGE TESTING le 2 different types of tests: \criterion-referenced test- intended to measure the amount of course material that each student has learned.LANGUAGE TESTING je tests can be used to drive a program by shaping the expectations of the students and their teachers je tests are a very crucial element in the curriculum development process MATERIALS DEVELOPMENT. LANGUAGE TEACHING le teachers need support and also need to be intimately involved in the process of curriculum development and revision LANGUNGE TEACHING je the teacher and only the teacher should make judgments about the particular students in a given classPROGRAM EVALUATICN PROGRAM EVALUATION le Evaluations defined as the le Evaluation process should be systematic collection and analysis a sort of ongoing needs of all relevant —_ information necessary to promote the assessment, but one based on improvement of the curriculum considerably more and better and to assess its effectiveness information within the context of the particular institutions involved PROGRAME\ALUATICN je Program Evaluation - the can take ongoing process of information advantage of all the information gathering, analysis, and and tools to assess the synthesis, the entire purpose of effectiveness of a program, but which is to constantly improve each element of a curriculum on can also utilize all the the basis of what is known about information gathered in all of all of the other elements, the processes separately as well as collectively SYSTEMATIC CURRICLLLMDEVELCRVENT le can change and adapt to new conditions, whether those conditions be new types of students, changes in language theory, new political exigencies within the institution,. or something else