Group 2

The Curriculum For Language

Submitted by:
Members:

1. Dizon, Danielle ( Reporter)

2. Dizon, Patricia ( Reporter, Editor)
3. Francisco, Leonilyn(Not Participate)
4. Garcia, Widen (Voice over, Researcher)
5. Germino, Hanna (Reporter)
6. Glico, Patricia (voice over)
7. Gongora, Kathlien (Voice over, Summary, Written Report)
8. Ignacio, Digna (Voice over, Editor)

Submitted to:
Millette B. Sarmiento, EdD
INTRODUCTION

In all subject areas, a language-based curriculum provides well-planned topic information that
is strategically presented to assist learning and enrich students' language experiences.
Teachers carefully evaluate curricula requirements as well as the language demands of classes,
bringing content and language together. Teachers assess not only the content material and
reading resources to be used, but also the critical speaking, listening, reading comprehension,
and writing abilities required by each lesson. The strategies are then used by classroom
teachers to help kids learn material and language.

OBJECTIVES

1. To develop students basic ability to understand foreign language and express

themselves in it, to deepen their interest in a language.
2. To enhance student / teachers’ understanding of the role of language in learning
3. To support student / teachers with theoretical underpinnings and effective pedagogies
4. To bring about collaboration between language teachers and subject teachers

CONTENTS

Terms and Definitions

1. Curriculum – a general statements of goals, outcomes, learning arrangements,

evaluation and documentation relating to management of programs within an
educational institutions.

2. Syllabus – An explicit and coherent plan for a course of study. It is guide or map for the
teacher and the learners which may be need to be altered once the course commences.
It is constructed by selecting and sequencing content, based on explicit objectives. It is a
public document, usually prepared by teachers and negotiated with learners. It specifies
what to be taught in any particular course of study.

Benefits by language across curriculum

 For students

o It helps the student to learners the content more effectively.

o It helps the learners to expand their ideas.
o It helps the student getting admitted in foreign universities
 o It helps the learners to collect technical terms related to different subject.
o It facilitated effective self study and referring.
 For teachers
o All the teachers can improve their skills in the foreign language.
o It helps the teachers update their knowledge
o It helps the school to keep a common target
o It enables the teacher provide his own notes to students
o It helps the teachers manage group activities effectively.

THE PRINCIPLES OF LAC ARE ON THE BASIS OF THESE FOUR MAJOR CONCEPTS

Principle of content based instruction (CBI) or content integrated language learning (CILL)

Natural language acquisition occurs in context; natural language is never learned divorced from
meaning, and content- based instruction provides a context for meaningful communication.

Principle of skill acquisition

As language is a skill, it is important to go on practicing it until one becomes an expert user of it.
It can never be acquired be reading books on it.

Principle of immersion

This principle tells that all the subjects should be taught not only for teaching the content, but
also for mastering the target language.

Principle of functional learning

This principle tells that language can be learnt well through its functional aspects rather than
the theoretical rules.

Role of language teacher vs subject teacher

Language teacher

o Teaches general vocabulary

o Teaches the structural elements
o Informs the subject teacher what he recently taught
o Teaches prefixes and suffixes
o Teaches how to create definitions
o Giving guidelines to the subject teachers
Subject teachers

o Teaches the subject related vocabulary

o Makes them practices the structures
o Tries to make them practice recently taught items in language classroom
o Teaches how to use prefixes and suffixes in sentence related to the concerned subject
o Helps them create their own definitions
o Consulting language teachers for clearing doubts

FOUR WAYS OF APPROACHING CURRICULUMN THEORY AND PRACTICES

- Curriculum as a body of knowledge to be transmitted

- Curriculum as an attempt to achieve certain ends in students –products
- Curriculum as process
- Curriculum as praxis

Curriculum as a body of knowledge to be transmitted.

Curzon(1985) points out, those who compile syllabus tent to follow the traditional textbook
approach of an ‘order of contents’ or a patterned by a ‘logical’ approach to the subject, or
consciously or unconsciously – the shape of a university course in which they may have
participated. Thus, an approach to curriculum theory and practice which focuses on syllabus is
only really concerned with content. Curriculum is a body of knowledge – content and /or
subjects. Education is this sense is the process by which theses are transmitted or ‘delivered’ to
students by the most effective methods that can be devised (Blenkin et al 1992)

Curriculum as an attempt to achieve certain ends in students product

The dominant modes of describing and managing education are today couched in the
productive form. Education is most often seen as technical exercise. Objectives are set, a plan
drawn up, and then applied, and the outcomes (products) measured. In the late 1980s and the
1990s many of the debates about the National Curriculum for schools and did not so much
concern how the curriculum was thought about as to what its objectives and content might be.

Curriculum as product model is heavily on the setting of behavioral objects.

Curriculum as process.
Another way of looking at curriculum theory and practices is via process. In this sense
curriculum is not a physical thing, but rather the interaction of teachers, students and
knowledge . In other words, curriculum and what people do to prepare and evaluate.

Curriculum as praxis

(a) Curriculum as praxis is, in many respects, a development of the process model. While
the process model is driven by general principles and places emphasis on judgment and
meaning making , it does not make explicit statements about the interest it serves. It
may. For example, e used in such a way that does not make continual reference to
collective human well- being and to the emancipation of the human spirit. The praxis
model of curriculum theory and practice brings theses to the centre of the process and
make an explicit commitment to emancipation. Thus action is not simply informed, it is
also committed, it is praxis.
(b) In this approach the curriculum itself develops though the dynamic interaction of action
and reflection. That is, the curriculum is not simply a set plans to be implemented, but
rather is constituted through an active process in which planning, acting, and evaluating
are all reciprocally related and integrated into the process(Grundy 1987). At its centre is
praxis: informed, committed action.

Curriculum approach in language teaching

Principles underlying the language curriculum

The language curriculum is based on the belief that literacy is critical to responsible and
productive citizenship, and that all students can became literate. The Curriculum is designed to
provide students with the knowledge and skill that they need to achieve learners, who share
the following characteristics. Successful language learners:

 Understand that language learning is necessary, life- enhancing, reflective process;

 Communicate – that is, read, listen, view, speak, writ, and represent – effectively and
with confidence;
 Make meaningful connections between themselves, what they encounter in texts, and
the world around them;
 Think critically;
 Understand that all text advance a particular point of view that must be recognized,
questions, assessed, and evaluated;
 Appreciate the cultural impact and aesthetic power of texts;
  Use language to interact and connect with individuals and communities, for personal
growth, and for active participation as world citizens.

Stages, decision making roles and products in curriculum development (from Johnson 1989)

Development stages Decision making roles products

Curriculum planning Policy makers Policy document
Specification: Needs analyst
Ends syllabus
Means Methodologist
Programme implementation Materials writers Teaching materials

Teachers trainers Teacher training programme

Classroom implementation Teachers Teaching acts

learner Learning acts

STATING CURRICULUM OUTCOMES

The goal and aim are used interchangeably to refer to a description of the general purposes of a
curriculum and objective to refer to a more specific and concrete description purposes.

Aims

An aims refer to a statement of a general change that a program seeks to bring about in
learners. The purposes of aim statements are:

 To provide a clear definition of the purposes of a program

 To provide guidelines for teachers, learners, and materials writer
 To help provide focus for instruction
 To describe important and realizable changes in learning

Aims statements reflect the ideology of the curriculum and show how the curriculum will seek
to realize it. (Ranandya and Richards 2002)

The separate purpose of a curriculum and syllabus

The course designers’ full responsibility is that of setting not only broad, general goals but also
specifying objects which are made accessible to all those involved with programs.
 1. A curriculum contains a broad description of general goals by indication an overall
educational-cultural philosophy which applies across subjects together with a
theoretical orientation to language and language learning with respect to the subject
matter at hand. A curriculum is often reflective of national and political trends as well
2. A syllabus is more detailed and operational statements of teaching and learning
elements which translate the philosophy of the curriculum into a series of planned steps
leaning towards more narrowly defined objectives at each level.
An important reason for differentiating between the two is to stress that shingle
curriculum can be the basis for developing a variety of specific syllabuses which are
concerned with logically defined audiences, particular needs, and intermediate
objectives (Dubin and Olshtain 1986)

The components of curriculum

Since the curriculum is concerned with a general rationale for formulating policy decisions
educational- cultural goals with language goals. For example, as an educational approach could
focus on one of the following major goals:

1. A Behavioristic orientation considers the human species to be passive organism,

reacting to external, environmental stimuli;
2. A rational – cognitive orientation considers the human species to be the source and
initiator of all acts;
3. A humanistic orientation concerned with each individual’s growth and development
while emphasizing affective factors as well.

The behavioristic view as an educational – psychological philosophy which is compatible with

structuralist view of language and a stimulus response view about human language learning.

The humanistic orientation has been closely associated with the communicative view of
language.

The rational – cognitive orientation became strongly reflected in the views of human language
proposed by transformational – generative linguistic in the 1960s and was associated with
cognitive-code approach to language learning.

Contemporary approaches which link a rational –cognitive view with a communicative

orientation towards language use:
a. Silent way approach. Developed by Gattegno (1972) have distinct affinities with a
rational – cognitive orientation in the way in which the both emphasize the learning of
language forms.
b. Natural Approach. Developed by Krashen and Terrel (1983). This approach has much in
common with other contemporary views which emphasize the importance of listening
and comprehension at the onset of learning – among them silent way

Types of Syllabus
Structural (formal) Syllabus - The content of language teaching is
collection of the forms and structures,
usually grammatical of the language
being taught.
- Examples include nouns, verbs,
adjectives, statements, question,
subordinate clauses, and so on.

Notional / Functional Syllabus - The content of the language teaching is

a collection of the functions that are
performed when language is used, or of
the notions that a language is used to
express
- Examples of the functions includes:
informing, agreeing, apologizing,
requesting; examples of notions
includes age, size, color, comparison,
time and so on.

Situational Syllabus - The content of the language teaching is

a collection of real and imaginary
situations which language occurs or is
used. A situation usually involves several
participants who are engaged in some
activity in a specific meeting.
- The language occurring in the situation
involve number of functions, a
combined into plausible segment of
discourse.
- The primary purpose of a situational
language teaching syllabi is to teach the
language that occurs in the situation.
- Examples of the situations includes:
seeing the dentist, complaining to the
 landlord, buying a book at a bookstore,
meeting a new students. And so on.

Skill- based Syllabus - The content of the language teaching is

a collection of specific abilities that may
play a part using language.
- Skills are the things that people must be
able to do to be competent in a
language, relatively independently of
the situation or setting in which the
language use can occur. While the
situational syllabi group functions
together into specific settings of the
language use, skill – based syllabi group
linguistic competencies(pronunciation,
vocabulary, grammar, and discourage)
together into generalized types of
behavior, such as listening to spoken
language for the main idea, writing well
– informed a paragraphs, giving
effective oral presentations and so on.
- The primary purpose of the skill-based
instruction is to learn the specific
language skill.
- A possible secondary purposes is to
develop more general competence in
the language, learning only incidentally
any information that may be available
while applying the language skills.

Task – based Syllabus - The content of the teaching is a series of

a complex and purposeful task that the
student wants or need to perform with
the language they are learning.
- The task are defined as activities with a
purpose other than language learning,
but, as in the content- based syllabus ,
the performance of the tasks is
approached in a way intended to
develop second language ability.
- Task integrate language (and other)
skills in specific settings of the language.
- Task- based teaching differs from
situation-based teaching in that while
situational teaching has the goal of
teaching the specific language content
that occurs in the situation(pre-defined
 products), task-based teaching has the
goal of teaching students to draw on
resources to complete some piece of
work( a process). The students draw on
a variety of language forms, functions,
and skills often in an individual and
unpredictable way on completing the
task.
- The task can be used for language
learning are, generally tasks that the
learners actually have to perform in any
case. Examples include: applying for a
job, talking with a social worker, getting
housing information over the telephone,
and so on.

Content –based Syllabus - The primary purpose of the instruction

is to teach some content or information
using the language that the students are
also learning.
- The students are simultaneously
language students and students of
whatever content is being taught.
- The subject matter is primary and the
language learning occurs incidentally to
the content learning
- The content teaching is not organized
around the language teaching, but vice
versa.
- Content-based language teaching is
concerned with information, while task-
based language teaching is concerned
with communicate and cognitive
processes.
- An example of content-based language
teaching is a science class taught in the
language the students needs or want to
learn, possibly with linguistic
adjustment to make the science more
comprehensible.

Reference
https://www.slideshare.net/mehfilhathi/language-across-curriculum-meaning-definition-and-principles?
fbclid=IwAR2J7lyPUKdn9NXtRwJxWP0IRiY2-uqU9UxZAioc_mig_DfdpHQydLZifRM

https://www.slideshare.net/benithgariales/language-curriculum-59867134?
fbclid=IwAR3K6Zr2aK3rvO0h80UcN_b6XeytxJzea-MqGLCRK7D6GX2SdRpvUb72J-g