Tema 1

Unit 1
Curriculum and Course Design
Introduction
Index
Scheme 3
Key Ideas 4
1.1. Objectives 4
1.2. Introduction 4
1.3. Principles 5
© Universidad Internacional de La Rioja (UNIR)
1.4. Design 17
1.5. Globalization, knowledge and curriculum 21
1.6. Formal versus informal 23
1.7. References 26
In Depth 28
Test 30
Scheme

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Unit 1. Scheme
Key Ideas
1.1. Objectives
In order to understand not only the course but the unit it is important that the
students read through the mandatory content, listed in the key ideas. Students may
want to also look at the recommended material to further reflect upon the key ideas
outline within the unit, although it is not mandatory to complete the unit test, at the
end.
To study this unit, please read careful through the following sections, there is an
overview of the main principles which will be discussed throughout the course. It is
vital that the student understand them and their relationship to the different aspects
later discussed in the course.
 Students will differentiate curriculum, syllabus and lesson plan.

 Students will understand how the Common European Framework of Language
Policies applies to the curriculum.
 Students will compare how the official state curriculum and autonomous
community curriculum affect their curriculum.
 Students will analyze the steps in the curriculum design process.
 Students will know how globalization affects the curriculum.
 Students will evaluate how informal and formal education effect the curriculum.
1.2. Introduction
The curriculum provides teachers a greater understanding of how a course is

structured, from the general plan to the specific lesson plans outlined for day to day

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Unit 1. Key Ideas
use within the classroom. The laws and policies established by the national law are
the groundwork for how a teacher structures their course, they are considered the
pillars to be built upon. The autonomous communities then provide more detail as to
how the foundations are to be adapted within the classroom and curriculum.
Whereas it is the teacher’s personal touch that remains the defining factor in how
each course is carried out, what tasks are expected to be completed and what
content will be reinforced to produce the final product which students are able to
demonstrate through their skills of reading, writing, listening and speaking.
Nowadays, the ever changing economy and political situations also play a large factor
in how to help students acquire language skills for their future. The role of technology
and globalization are not to be ignored, rather integrated to help students and
teachers alike prepare for the «real world». Knowledge which can be acquired
through technology and a more globalized world needs to be considered in how
students today learn and can learn. It is not uncommon for students to learn through
formal and informal education, meaning all considerations must be taken into
account when creating a course curriculum.
Throughout this course students will explore these topics and others to equip them
with the tools and critical thinking skills to create, implement and assess in the 21st
century classroom, within schools, language academies and other language courses.
1.3. Principles
The concepts within this course are relevant materials which are vital for a teacher
planning, execution and evaluation process. These materials will outline not only the
course, but the specific day to day classes which relate to the students learning of a
language. The three specific materials that will be detailed include, the curriculum,
course syllabus and lesson plans. To ensure the understanding and definition of the
three, it is important to analyze their definitions.

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Unit 1. Key Ideas
McLaren and Madrid (2004), identify the curriculum as an education program which
includes:
 The objective of the program, its educational purpose.

 The means used to achieve these ends, that is: the content, teaching procedures
and learning experiences which are necessary to achieve this purpose.
 The means used to assess whether or not the educational ends have been
achieved.
These concepts provide an overview the course throughout the year. The objective
of the program provided must include all the skills such as, reading, writing, listening
and speaking. This is thoroughly defined by the Spanish Law in the Boletín Oficial del
Estado (2022). The content, teaching procedures and learning experiences, on the
other hand, are decided upon by the teacher(s), departments within schools and/or
the annual school project. Finally, the means of assessment are also outlined by the
teacher(s), departments within schools and/or the annual school project.
Although the curriculum is relevant for all subjects it is important to keep in mind
there are focuses which are relevant only for the Foreign Language (FL) Curriculum.
The scope provided below outlines factors to consider which planning, executing and
evaluating a curriculum in FL. These factors are outlined by Stern (1983) as seen in
McLaren & Madrid (2004):
 Linguistic Factors: Linguistic Uniformity and diversity in the community,

relationship between L1 and L2.
• Example: Ability to understand different perspectives, opens to the door to new
knowledge and allows for possible communication with more individuals.
 Social and Cultural Factors: Attitudes of Learners towards L2, Language

differences and social groups.
• Example: Acceptance of different cultures and learning to co-exist in a
globalized world.

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Unit 1. Key Ideas
 Historical setting and the national political situation: choice of particular L2,
political relations with the L2 countries.
• Example: Spain’s relationship with EU countries or political issues such as
Brexit.
 Geographical aspects: geographical distance between the communities.

• Example: Students who intend to or have studied abroad within the EU or
outside.
 Economic and Technological Development: need of the L2 for economic

development.
• Example: Students going into the business world or writing code generally use
English as the common language.
 Educational framework in the region/Autonomous Community: starting Age,

time allocated for L2 weekly, introduction of other foreign languages.
• Example: In Spain, students start learning English at the young age of 6, each
region outlines how many hours a week they will learn it, as well as the
integration of other languages such as Galego, Catalan, Euskara and
Valenciano.
 Also, communities such as Madrid or Andalucía require another foreign
language because of the absence of local languages, French or German are
also taught in schools.
The course syllabus is a closed document which provides descriptions of the course
contents as well as the order in which they will be taught (McLaren & Madrid, 2004).
The syllabus may be handed out or uploaded to the school platform for students and
parents alike to have access to the course information. Here it is important to outline
objectives/aims set, expectations of the students, how marks are calculated, course
materials necessary for class or how to access course materials, and any class/school
policies such as, handing in late assignments or academic dishonesty.

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Unit 1. Key Ideas
The following syllabus is included as an example of what to include. Bearing in mind
it is ultimately up to the teacher/department/school what the syllabus must be
required to include. The course syllabus should not exceed one page back and front.
This example is from a 3rd of ESO course, where students receive 4 classes a week of
English, two are full classes and two classes are split classes. Split classes refers to
students being split and taught in smaller groups by two teachers simultaneously.
Although the courses are split students received the same materials and content and
are expected to produce the same products.
Figure 1. Course Syllabus. (Alvarez & Cuesta, 2019).


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Unit 1. Key Ideas
Figure 2. Course Syllabus. (Alvarez & Cuesta, 2019).
The lesson plan is a personal document which teachers may create weekly or daily
to follow their objectives for each class. Teachers who share subjects or split their
classes may have to sit down and outline these lessons together to ensure all students
are learning the same content. While teachers may have their own personal spin on
how they teach the class it is important that all students receive the same materials
and content. The lesson plan is not a shared document with directors or even other
co-workers, outside of the subject. This is created with the details of opening
activities, tasks, discussions and different materials to help the students reach the
aims of the course. The lesson plan is the daily ins and outs of the class distribution.
Common European Framework for Languages: Learning, teaching,

assessment
Through the creation of the European Union there have been unifying laws and
policies which are to be considered for all participating countries. The language policy
in place, which all countries must also consider within their national and local policies,

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Unit 1. Key Ideas
is called, The Common European Framework for Languages (CEFL): Learning, teaching
and assessment (Council of Europe, 2001).
This handbook can be downloaded in PDF as well as acquired in print:

https://rm.coe.int/16802fc1bf
For the purposes this course, the handbook provides language syllabuses, curriculum
guidelines, examinations, recommended textbooks but it is important to highlight it
is a framework, it is not the policy established within each country. The planning of
language learning begins at the early learning stages from primary school to higher
education. The Council of Europe (2001, p.3) outlines that the purposes of the
framework are:
«2. To promote, encourage and support the efforts of teachers and learners
at all levels to apply in their own situation the principles of the construction
of language-learning systems (as these are progressively developed within
the Council of Europe "Modern languages" programme):
2.1. by basing language teaching and learning on the needs, motivations,

characteristics and resources of learners;
2.2. by defining worthwhile and realistic objectives as explicitly as possible;
2.3. by developing appropriate methods and materials;
2.4. by developing suitable forms and instruments for the evaluating of

learning programs».
The Common European Framework for Languages emphasizes the importance of

lifelong learning, from pre-school to adult education. The emphasis of language
learning also is to expand the experience of languages from classrooms to cultural
contexts to everyday interactions. This approach is called the plurilingual approach

which the Council of Europe (2001, p.4), explains as:
«[…]an individual person’s experience of language in its cultural contexts

expands, from the language of the home to that of society at large and then
to the languages of other peoples (whether learnt at school or college, or by

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Unit 1. Key Ideas
direct experience), he or she does not keep these languages and cultures in
strictly separated mental compartments, but rather builds up a
communicative competence to which all knowledge and experience of
language contributes and in which languages interrelate and interact».
That is to say that language, culture and society all blend together in an individual’s
life to help communicative competences and experiences which allow people to
interact with one another.
The CEFL provides an overview of how language acquisition and learning should occur
within the needs of the classroom. Language policy by the Council of Europe (2001)
highlights the curriculum should be comprehensive, transparent and coherent,
where educators and citizens alike can easily:
 Identify the needs of the students.

 Determine the course objectives.
 Define the Content.
 Select or Create Material.
 Establish Teaching/Learning Programs.
 Employ Teaching/Learning Methods.
 Evaluate, Test and Assess.
This curriculum should be open, allowing educators to extend content and refine
what students are learning in classrooms. The curriculum should be flexible for
various learning circumstances, adapting to the needs of the learners. The foreign
language curriculum should be multi-purpose, full of variety, emphasizing all skills
and non-dogmatic, utilizing multiple theories or practices in language learning. The
curriculum should be dynamic, continuously evolving as a result of the experience of
the educator and students, content and methods should not be stagnate, but ever
evolving with time and circumstances. Finally, it should be user-friendly, easily
understood not only by those who have created the content but also anyone else
who may need to read/recover the information included.

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Unit 1. Key Ideas
According to the Council of Europe (2001, p. 9), language learning and use is
considered as:
«Language use, embracing language learning, comprises the actions

performed by persons who as individuals and as social agents develop a
range of competences, both general and in particular communicative
language competences. They draw on the competences at their disposal in
various contexts under various conditions and under various constraints to
engage in language activities involving language processes to produce
and/or receive texts in relation to themes in specific domains, activating
those strategies which seem most appropriate for carrying out the tasks to
be accomplished. The monitoring of these actions by the participants leads
to the reinforcement or modification of their competences».
The words the CERL highlight, are also defined by the Council of Europe (2001) for a
cohesive and clear understanding as to their definition and development in language
learning:
 Competences: the sum of knowledge, skills and characteristics that allow a person
to perform actions.
• Linguistic competences include lexical, phonological, syntactical knowledge and
skills and other dimensions of language as system.

• Sociolinguistic competences refer to the sociocultural conditions of language
use. Through its sensitivity to social conventions (rules of politeness, norms

governing relations between generations, sexes, classes and social groups,
linguistic codification of certain fundamental rituals in the functioning of a
community). It also concerns the mastery of discourse, cohesion and
coherence, the identification of text types and forms, irony, and parody.
 General competences: not specific to language, but which are called upon for
actions of all kinds, including language activities.
 Communicative language competences are those which empower a person to act

using specifically linguistic means.

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Unit 1. Key Ideas
 Context: events and situational factors (physical and others), both internal and
external to a person, in which acts of communication are embedded.
• Public domain.
• Personal domain (family and individual social practices).
• Occupational domain.
• Educational domain.
 Language activities involve the exercise of one’s communicative language

competence in a specific domain in processing (receptively and/or productively)
one or more texts in order to carry out a task.
• Reception: silent reading, understanding content, consulting textbooks, works
of reference and documents.
• Production: oral presentations, written studies and reports.
 Language processes refer to the chain of events, neurological and physiological,

involved in the production and reception of speech and writing.
• Text is any sequence or discourse (spoken and/or written) related to a specific
domain and which in the course of carrying out a task becomes the occasion of
a language activity, whether as a support or as a goal, as product or process.
• Domain refers to the broad sectors of social life in which social agents operate.
A higher order categorization has been adopted here limiting these two major
categories relevant to language learning/teaching and use: the educational,
occupational, public and personal domains.
• A strategy is any organized, purposeful and regulated line of action chosen by
an individual to carry out a task which he or she sets for himself or herself or
with which he or she is confronted.
• A task is defined as any purposeful action considered by an individual as
necessary in order to achieve a given result in the context of a problem to be

solved, an obligation to fulfil or an objective to be achieved.
The frame also provides language achievement levels in which learners demonstrate
their ability in the various skills of a language. These levels can be attained through

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Unit 1. Key Ideas
external testing. External testing may include the Cambridge Assessment English,
Trinity Graded Examinations in Spoken English, International English Language
Testing System and other internationally recognized programs. Although all have
different names for the examinations, all are gaged with levels explained within the
Common European Framework for Language Reference. The following chart outlines
the corresponding levels and their mastery.
Common Reference Levels: global scale
Level Description
Can understand and use familiar everyday expressions and very

basic phrases.
Basic User Can introduce him/herself and others.
A1 Can ask/answer questions about personal details.
Can interact in a simple way provided the other person talks slowly
and clearly.
Can understand sentences and frequently used expressions related
to areas of immediate relevance (e.g. very basic personal and family
Basic User information, shopping, local geography, employment.
A2 Can communicate in simple and routine tasks.
Can describe in simple terms aspects of his/her background,
immediate environment and matters in areas of immediate need.
Can understand the main points of clear standard input on familiar
matters regularly encountered in work, school, leisure, etc.
Can deal with most situations likely to arise whilst travelling in an
Independent
area where the language is spoken.
User
Can produce simple connected text on topics which are familiar or
B1
of personal interest.
Can describe experiences and events, dreams, hopes and ambitions
and briefly give reasons and explanations for opinions and plans.
Can understand the main ideas of complex text on both concrete
Independent and abstract topics.

User Can interact with a degree of fluency and spontaneity that makes
B2 regular interaction with native speakers quite possible without strain
for either party.

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Unit 1. Key Ideas
Can produce clear, detailed text on a wide range of subjects and
explain a viewpoint on a topical issue giving the advantages and
disadvantages.
Can understand a wide range of demanding, longer texts, and
recognize implicit meaning.
Can express him/herself fluently and spontaneously without much
obvious searching for expressions.
Proficient User
Can use language flexibly and effectively for social, academic and
C1.
professional purposes.
Can produce clear, well-structured, detailed text on complex
subjects, showing controlled use of organizational patterns,
connectors and cohesive devices.
Can understand with ease virtually everything heard or read.
Can summarize information from different spoken and written
sources, reconstructing arguments and accounts in a coherent
Proficient User
presentation.
C2
Can express him/herself spontaneously, very fluently and precisely,
differentiating finer shades of meaning even in more complex
situations.
Table 1. Common Reference Levels: global scale. (Council of Europe, 2001).
LOMLOE
The Spanish law stipulates the policies that guide compulsory education, primary
and mandatory secondary schooling. These laws are defined by the stage of
education in which the learner is in, for example primary education (6 to 12 years
old), mandatory secondary education (12 to 16 years old) and two-year university
preparation (16 to 18 years old). The law (Ministerio de Educación, Cultura y Deporte,
6-7) defines the following concepts:
 General objectives: refers to the achievements that the student should reach at
the end of the stage, linked to the acquisition of key competences.

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Unit 1. Key Ideas
 Key competencies: key skills that are considered essential for students to
progress, to guarantee success in their education and to face life's global and local
challenges.
 Specific competences: specific skills that students must be able to apply using the
contents of each subject or field.
 Contents: a set of knowledge, skills, abilities and attitudes that contribute to the
achievement of the objectives of each teaching and educational stage and the
acquisition of skills.
 Evaluation criteria: the specific reference to evaluate student learning. They

describe what they want to value and that students must achieve, both in
knowledge and in skills, of what is intended to be achieved in each subject.
 Learning moments: situations and activities in which students apply the acquired
key and specific competences.
While creating a course curriculum it is important to understand clearly what the law
has identified for the subject and stage. It is also important to adhere to the laws set
by the autonomous communities, which dictate more explicit and concise
information. This information is established on the communities’ government
webpage.
For further information on the explicit requirements of bilingual education within the
autonomous communities please refer to the In depth section, there is a referential
webpage which provides an outline for each one.

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Unit 1. Key Ideas
School Project
Each school is required to write a Proyecto Educativo de Centro (Annual School

Project) where the school outlines the structural organization, rules and regulations,
afterschool activities, the school curriculum, how special needs are attended to,
methodologies used in the classes and community coexistence project. The
document must outline the curriculum for each grade and subject. This information
is available to all teaching staff to access, review and analyze. Within the project the
school also has methodologies which are used within the classrooms, such as using
new technologies (i.e. iPads, Chromebooks), or learning strategies (i.e. Problem
Based Learning, Project Based Learning), or structural strategies (i.e. cooperative
groups).
This document is important when writing the curriculum for a course. Each school is
its own world, to understand how to adapt a course it is important to know how the
school function within the classroom walls and outside of them. Knowing if the school
does language exchanges, cultural trips or any other activity related to language
learning is important to help plan out how the course curriculum will be established.
1.4. Design
When designing a course curriculum, it is important to keep in mind that the design
is not just the planning, but also includes the execution within the class as well as an
evaluation of how the course has ended. The curriculum although established at the
beginning of a course should not be long forgotten months later, it is important that
the curriculum is referred back to and re-evaluated to ensure that the learning
process is successful. An important tip would be at certain points during the year, for
example at the end of a term or during the holidays to take a moment and reflect on
the content, processes and products that are successful in the class and those that
need to be reconsidered. These notes will later provide feedback for the instructor at

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Unit 1. Key Ideas
the end of the course to make modifications to the following year’s curriculum. The
creation of a curriculum is an on-going process and no two years are alike. As McLaren
and Madrid (2004) point out there is a five-step process by Johnson (1989):
1. Curriculum Design.
2. Determining Aims.
3. Program Preparation.
4. Classroom Implementation.
5. Evaluating Processes/Products/Content.
Curriculum Design
The overall all design of the curriculum must contemplate the national language
policies, adjustments made by the local autonomous communities as well as the
school policies implemented within the annual school project. This must include the
overall aims to satisfy national and local social needs and interests (McLaren &
Madrid, 2004).
Determining Aims
The general objectives and specific objectives to be achieved are set up by the
professors/school/departments in their curricular projects (McLaren & Madrid,
2004). The objectives, general and specific are organized generally according to the
course evaluations. These are also divided into the skill sets of reading, writing,
listening and speaking. The aims should be a progressive step ladder, which means
students who have learned skills in years before should build upon those skills.

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Unit 1. Key Ideas
Program Preparation
The program preparation not only includes the aims and policies from the previous
steps, but this is the integration of the content, the materials which will be used
within the course as well as the methodology decided upon. The development of the
program is done through create lesson plans, whether weekly or daily. This is when
the educator decides upon what the specific objectives are for the students and how
they will achieve these goals.
The content the educator may work with is decided upon within the
school/department/teacher. This content may be preset from a textbook, prior years
or newly created from the current educator. Ultimately, this decision is made within
the context of the school annual project.
The materials and content set out to be used may be self-created, adapted from other
resources, such as co-workers' previous materials, online or book materials found, or
it can be from a textbook purchased by the school and students alike.
Finally, the methodology implemented should also correlate to the school’s annual
project. This also should contemplate the teacher’s personal teaching style and the
content being taught. It is important to remember that methodology should be
dynamic and is not stagnate, it should evolve and change according to the content
and tasks.
The lesson plans are then created in relation to the content, materials and
methodology. This document is a closed document that is a guide for the educator to
follow and to keep track of the progression of the course.

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Unit 1. Key Ideas
Classroom Implementation
The classroom application is the acts the educator has decided upon to occur within
the classroom. These acts can be divided between teaching and learning acts
(McLaren & Madrid, 2004).
 Teaching acts: the instances the educator decides to utilize as moments of

recalling information, learning new materials and reviewing information which
complies with the content laws specified. These acts are contingent on the
teacher’s personal style of how to disseminate the information.
 Learning acts: the instances the student’s take learning into their hands,
manipulating the materials recalled, learned or to be reviewed. Students personal
capabilities, motivations and interests a reflected in how the content is learned.
Students’ roles differ depending on the approach used within the classroom.
Teachers may choose to use a teacher centered approach, where the information is
communicated from the teacher to the students. This is unidirectional. Whereas a
student centered is where the students are participative and have as much of the
focus as the teachers, students are held responsible for their learning and others.
Evaluating Products/Processes/Content
During and after the curricular progress the educator should reflect upon the
evolution of the curriculum, not only the final results obtained but also the content
and processes utilized in class. This reflection should be to enhance the curriculum
for future use and also to take note of what went well and what could be improved.
A useful resource for the educator is to take notes on their lesson plans on the
adaptions made during the curricular process to help them guide their evaluation.
It is not a requirement although makes for a more meaningful evaluation and
provides clear and concise information.

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Unit 1. Key Ideas
1.5. Globalization, knowledge and curriculum
Globalization
As technology advances, the space that divides countries, languages and people
become smaller and smaller. As seen before, the integration of the Common
European Framework for Languages reflects one of the benefits of a more globalized
world, which promotes language learning in a broad educational context as well as
hopes to develop lifelong language learners within the plurilingual context. Although
there are consequences of the increasing globalization, migration of individuals and
travel for the foreign language teachers. Teachers are required to teach what the law
outlines but also prepare students for their future, predicting skills and abilities which
have not yet been integrated or even introduced into society. Educators must
consider what they find appropriate, useful and efficient to equip their learners with
the right tools for the future.
«This type of freedom and flexibility presupposes a high level of teacher

cognition, confidence and autonomy, reflected experience and good
decision-making skills (Breberba & Hlouskova, 2012)».
Language and cultural diversity sit in the center of the European Council, which has
created a need for plurilingualism to exist not only in the real world but in the
classrooms. The shift between compartmentalizing languages to advocating for their
interrelatedness and interconnectedness is at the very heart of language teaching in
a globalized world. The Council of Europe (2011), «stresses the dynamic process of
language acquisition and use, in contrast with coexistence and balance mastery of
languages». The need for this need for a dynamic language acquisition requires
educators and law makers alike to recognize that the mother tongue should also be
apart of the language learning process. This means that in a curriculum for foreign
language learning there must be a place for the L1 to also coexist (Piccardo, 2013).
Piccardo (2013) explains how separating languages should be reconsidered:

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Unit 1. Key Ideas
«The idea of a curriculum for each language taken in isolation should be
replaced by consideration of the role of languages in general language
education, where knowledge, skills, and the ability to learn are transversal
and transferable across languages. Synergies would be created between
languages with the purpose of reaching a common higher goal».
This use of a mother tongue allows learners to also understand concepts and
competences which will help them later acquire the second language.
When educators are contemplating the curriculum it is important to note it is

ok to use both languages in the classroom, this will emphasize language
diversity, exchange, contact and the coexistence of different languages and
cultures, which occurs outside of the classroom walls (Piccardo, 2013).
Knowledge
Depth and breadth
It is important for the educator to consider not only the language learning through
the skills such as reading, listening, speaking and writing but also the content. The
content the students learn should provide depth and breadth. Depth refers to how
detailed into the content the students learn, whereas breadth refers to the different
types of content learned. Teaching languages should provide a diversity of general
knowledge as well as a moderate amount of depth into specific content. It is
important to understand a student’s prior knowledge to build off of those
foundations. Hirsch Jr. (2001), outlines four principles when considering the depth
and breadth of the content taught within the class:
 The ability to learn something is not a formal skill. The ability to learn something
new depends on the knowledge that one already possesses about those subjects.
 General ability to learn is highly correlated with general knowledge.

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Unit 1. Key Ideas
 The best way to learn a subject is to learn its general principles and to give student
an ample number of diverse examples that illustrate those principles.
 Broad general knowledge is the best lead to then deepen knowledge.
1.6. Formal versus informal
Learning can occur in different facets; it can be in formal or informal setting. The
importance is not that of the setting rather focusing on the fact the learner has
decided to take learning into their own hands to take advantage of all the possibilities
there are.
It is important to «focus on teaching the whole person rather than merely

teaching the language, thus helping learners to become autonomous, to
integrate formal and informal learning, and to effectively reflect on their
learning» (Piccardo, 2013).
This section will distinguish the differences between formal and informal learning as
well as establish the different facets of informal education.
Formal learning
Most are familiar with formal education, as either one has taught in it, is currently
teaching in it or has experienced it. To have a clear idea of what is meant by formal
education it is important to have a uniform definition. «Formal education
corresponds to a systematic, organized education model, structured and
administered according to a given set of laws and norms, presenting a rather rigid
curriculum as regards objectives, content and methodology» (Zaki Dib, 1987). Formal
education refers to the institution from pre-school to doctorate degrees. This system
is defined by having the following features (Schugurensky, 2000):

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Unit 1. Key Ideas
 It is institutionalized, established in the public domain to promote education.
 It includes «basic education», usually this is mandatory education from ages 6 to

15 years told, (this varies depending on the country) with dictated content,
curriculum and evaluation mechanisms regulated by the state.
 It is propaedeutic in nature; each level prepares the learners for the next one.
Learners must complete the «levels» to continue on to the next.
 At the end of particular grades or levels students are given a diploma or

certification to allow access to universities or into the working world.
Informal learning
Informal learning occurs outside of the curriculum, but also occurs outside of formal
and non-formal education, including institutions, programs, and academies. Although
this type of learning does not have a generally agreed upon definition within the
academic world, for the purposes of this course, it is to be understood as, «The
learning occurs independently (and sometimes against) the intended goals of the
explicit curriculum» (Schugurensky, 2000).
Typically, learners choose to engage in informal learning, whether individually or in a
group situation. Their decision to participate in language learning can be through
reading (e.g. books, newspapers, and the internet), speaking (e.g. with relatives,
friends, or language exchanges), listening (e.g. to the radio, television or free online
tutorials/classes) or writing (e.g. blog posts, correspondence or web forums). There
are three classifications of informal learning (Schugurensky, 2000):

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Unit 1. Key Ideas
Types of Informal Learning
Type Definition Example
Intentional and Conscious: Learning

Conversation classes
Self- projects which individuals decide to
Language exchanges
Directed take part in without the assistance
Enrolling in a self-taught course
Learning of an educator (but they may have a
Watching videos to learn material
person of reference to turn to)
Any previous intention of learning Watching a movie and learning about

Incidental something out of an experience but history
Learning becoming aware of the learning A toddler touching a hot iron
after it has occurred. Playing games in English
Internalization of values, attitudes,

How to greet people from different
behaviors, skills, etc. that occur in
cultures
everyday life. Unconscious process.
Participating in cultural events
Socialization People are unaware they have
(Thanksgiving, Pancake day, Memorial
learned until someone else asks
Day)
them questions about their learning
Playing team sports
eliciting retrospective recognition.
Table 2. Type of Informal Learning. (Schugurensky, 2000).
Informal education
Informal education is a process which allows learners to engage with different

curriculums as their own pace or through different methodologies. Students are not
grouped by pre-established laws that govern programs, rather are able to be
arranged based on needs and/or interests of the students. This enables
educators/facilitators/mentors to gage the student’s learning by their own pace.

Without the insistence of achieving specific aims or outcomes established by
governing bodies, it allows the student to have personalized attention in their
learning. The use of non-formal education can be through correspondence learning,
distance learning or open systems (Zaki Dib, 1987).

25
Unit 1. Key Ideas
Types of Informal Education
Type Definition Example
It is a planned and systematized activity, based on

School in a Cloud
the preparation of printed educational materials
https://www.thescho
which are forwarded to students who are physically
Correspondenc olinthecloud.org/
separated from the teachers who can give but a
e learning Check out the video
limited assistance to them.
in the In Depth
Student motivation is vital for success of the
section!
learning.
It is based on non-contiguous communication (learner

is almost always distanced from the teacher); a pre-
Distance Online University
produced course, as self-instructional which guides the
Learning Courses/Degrees
study; and organized non-contiguous two-way
communication through assignments
Open University
Does not matter how knowledge is acquired all means
Khan Academy
Open Systems are valid. Learning is the function of an interaction
https://www.khanac
between the student and the actual world.
ademy.org/
Table 3. Types of Informal Education. (Zaki Dib, 1987).
1.7. References
Alvarez, M., & Cuesta, C. (2019). Course Syllabus: English as a Foregin Language.
Madrid, Spain.
Breberba, P., & Hlouskova, J. (2012). Searching for Bridges between Formal and
Informal Language Education. International Conference on Cognition and Exploratory

Learning in Digital Age (pp. 274-277). CELDA.

26
Unit 1. Key Ideas
Council of Europe. (2001). Common European Framework of Reference for
Languages: Learning, teaching, assessment. Retrieved from Concil of Europe:
www.coe.int/lang-CEFR
Hirsch Jr., E. D. (2001). Seeking Breadth and Depth in the Curriculum. Educational
Leadership, 22-25. Retrieved from Seeking Breadth and Depth in the Curriculum:
www.coreknowledge.org
McLaren, N., & Madrid, D. (2004). Chapter 4: The Foreign Langauge Curriculum. In N.
McLaren, & D. Madrid, TEFL in Primary Education (pp. 144-176). Granada: Editorial
Universidad de Granada.
Ministerio de Educación, Cultura y Deporte. (29, March 2022). Boletín Oficial del
Estado. Retrieved from https://www.boe.es/buscar/act.php?id=BOE-A-2022-4975
Piccardo, E. (2013, September). Plurilingualism and Curriculum Design: Toward a

Synergic Visision. TESOL Quarterly, 47(3), 600-614.
Schugurensky, D. (2000). The Forms of Informal Learning: Towards a

Conceptualization of the Field. NALL Working Paper, 1-8.
Zaki Dib, C. (1987). Formal, Non-formal and Informal Education:

Concepts/Applicability. Interamerican Conference on Physics Education (pp. 300-
315). Oaxtepec: Cooperative Networks in Physics Educations - Conference
Proceedings 173.

27
Unit 1. Key Ideas
In Depth
Asociación Enseñanza Bilingüe (Bilingual Teaching Association)
Asociación 'Enseñanza Bilingüe'. Official Webpage.

https://ebspain.es/index.php/observatorio-eb-2
This is the webpage with the Autonomous Communities’ stipulations for bilingual
education. This information is pertinent when teaching in a bilingual school to
understand what the requirements for each school is within the region.
Sugata Mitra: Build a School in the Cloud
TED. [TED]. (2013 Feb 27). Sugata Mitra: Build a School in the Cloud [Video file]. Retrieved
from https://www.youtube.com/watch?v=y3jYVe1RGaU
A School in the Cloud is a learning lab in India, where children can explore and learn
from each other -- using resources and mentoring from the computer.

28
Unit 1. In Depth
School in the Cloud
TEDx Talks. TEDxKazimierz. [TEDx Talks]. (2016 Aug 18). Lesley Keast: School in the Cloud
[Video file]. Retrieved from https://www.youtube.com/watch?v=Akrxk2-qo2w
A «granny» explains her experience working with «A School in the Cloud».


29
Unit 1. In Depth
Test
1. The curriculum is defined as:
A. What the law has decided.
B. What the school annual program has decided.
C. What the educator has decided.
D. All of the above.
2. The course syllabus is a document which provides a description of the course

contents and materials needed.
A. True.
B. False.
3. A lesson plan is…

A. a closed document for internal use.
B. a closed document for personal use to outline the structure of the course.
C. an open document for internal use.
D. an open document for personal use to outline the structure of the course.
4. The curriculum must contemplate… (select all that apply)

A. the objectives.
B. the content, teaching procedures and learning processes.
C. the assessment.
D. content, teaching procedures and learning experiences.
5. According to McLaren and Madrid (2004), which factors which should be

considered for the foreign language classroom… (select all that apply)
A. Social and Cultural Factors.
B. Geographical aspect.
C. Globalization.
D. Depth and breadth.

30
Unit 1. Test
6. What resources does the Common European Framework for Languages provide
educators?
A. Recommended syllabuses, curriculum guidelines, materials to use in class,
examinations, recommended textbooks.
B. Recommended syllabuses, curriculum guidelines, examinations,
recommended textbooks.
C. Recommended syllabuses, curriculum guidelines, language methodologies,
examinations, recommended textbooks
D. Recommended syllabuses, curriculum guidelines, materials to use in class,
language methodologies, examinations, recommended textbooks
7. Using various languages in a classroom promotes. (select all that apply).

A. Diversity.
B. Culture.
C. Exchange.
D. Coexistence.
8. Socialization is considered learning when…

A. a learner is guided by a facilitator to learn information.
B. a learner realizes after the experience what they have learned.
C. a learner is asked a question to elicit retrospective response about their
learning.
9. Informal learning is the same as formal learning but in a different context.

A. True.
B. False.
10. Conversation classes can be defined as self-directed learning.

A. True.
B. False.

31
Unit 1. Test

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Unit 1

Curriculum and Course Design

Curriculum and Course Design

 Students will differentiate curriculum, syllabus and lesson plan.

The curriculum provides teachers a greater understanding of how a course is

Curriculum and Course Design

Curriculum and Course Design

 The objective of the program, its educational purpose.

 Linguistic Factors: Linguistic Uniformity and diversity in the community,

 Social and Cultural Factors: Attitudes of Learners towards L2, Language

Curriculum and Course Design

 Geographical aspects: geographical distance between the communities.

 Economic and Technological Development: need of the L2 for economic

 Educational framework in the region/Autonomous Community: starting Age,

Curriculum and Course Design

Figure 1. Course Syllabus. (Alvarez & Cuesta, 2019).

Curriculum and Course Design

Common European Framework for Languages: Learning, teaching,

Curriculum and Course Design

This handbook can be downloaded in PDF as well as acquired in print:

2.1. by basing language teaching and learning on the needs, motivations,

2.2. by defining worthwhile and realistic objectives as explicitly as possible;

2.3. by developing appropriate methods and materials;

2.4. by developing suitable forms and instruments for the evaluating of

The Common European Framework for Languages emphasizes the importance of

contexts to everyday interactions. This approach is called the plurilingual approach

«[…]an individual person’s experience of language in its cultural contexts

Curriculum and Course Design

 Identify the needs of the students.

Curriculum and Course Design

«Language use, embracing language learning, comprises the actions

skills and other dimensions of language as system.

use. Through its sensitivity to social conventions (rules of politeness, norms

actions of all kinds, including language activities.

 Communicative language competences are those which empower a person to act

Curriculum and Course Design

• Personal domain (family and individual social practices).

 Language activities involve the exercise of one’s communicative language

 Language processes refer to the chain of events, neurological and physiological,

necessary in order to achieve a given result in the context of a problem to be

Curriculum and Course Design

Common Reference Levels: global scale

Can understand and use familiar everyday expressions and very

Independent and abstract topics.

Curriculum and Course Design

Table 1. Common Reference Levels: global scale. (Council of Europe, 2001).

Curriculum and Course Design

 Evaluation criteria: the specific reference to evaluate student learning. They

Curriculum and Course Design

Each school is required to write a Proyecto Educativo de Centro (Annual School

Curriculum and Course Design

Curriculum and Course Design

Curriculum and Course Design

 Teaching acts: the instances the educator decides to utilize as moments of

Curriculum and Course Design

«This type of freedom and flexibility presupposes a high level of teacher

Curriculum and Course Design

When educators are contemplating the curriculum it is important to note it is

Depth and breadth

 General ability to learn is highly correlated with general knowledge.

Curriculum and Course Design

 Broad general knowledge is the best lead to then deepen knowledge.