NAME : Rosmala Usman

SID : A12121003
CLASS : A 2021

SUMMARY CURRCULUM AND MATERIAL DEVELOPMENT

The text is provided discusses different approaches to curriculum design in language teaching, specifically
focusing on forward design. Forward design involves starting with the input or content of instruction, then
determining the teaching methodology, and finally considering the desired learning outcomes or outputs.

One example of forward design is Communicative Language Teaching (CLT), which emphasizes communicative
competence and uses a communicative syllabus to guide instruction. Another example is Content-based
Instruction (CoBI) and Content and Language Integrated Learning (CLIL), which integrate language and subject
matter in the curriculum.

Each approach highlights the importance of considering the content, teaching processes, and learning outcomes in
curriculum development. By understanding these different approaches, educators can make informed decisions
about how to effectively design language teaching curricula.

Syllabus and methodology are two key components of curriculum design in language teaching. The syllabus refers
to the content and organization of a course, while methodology pertains to the teaching approaches and
instructional techniques used in the classroom.

The syllabus encompasses the linguistic content of the course and involves making decisions about what to teach
and how to organize the content. Different approaches to syllabus design may focus on different aspects of
language, such as vocabulary, grammar, functions, or text types. Criteria for selecting syllabus units may include
considerations of frequency, usefulness, simplicity, learnability, and authenticity. In recent years, the use of
corpora and discourse analysis has gained prominence in syllabus design, as they provide insights into authentic
language use and help inform the selection of teaching materials and activities.

Methodology, on the other hand, deals with how teaching is carried out in the classroom. It encompasses the types
of learning activities, procedures, and techniques employed by teachers, as well as the underlying principles
guiding their instructional design. Different methodologies reflect different theories of language and language
learning, and they have evolved over time. For instance, there has been a shift from mastery-oriented approaches
focused on accuracy to more communicative approaches that emphasize interaction and real-life language use.

In a forward design approach, decisions about teaching methodology follow from syllabus specification. The choice
of methodology is influenced by the content of the course and the desired learning outcomes. However, it is
important to note that a syllabus does not prescribe a specific methodology. Different methodologies can be
employed to teach the same syllabus, and the choice of methodology should align with the goals and needs of the
learners.

Examples of forward design approaches in language teaching include the audiolingual method, the audiovisual
method, and the structural situational method. These methods were popular in the past and were characterized
by a linear progression from input (syllabus content) to process (teaching methods) to output (learning outcomes).

Overall, the syllabus and methodology are interconnected components of curriculum design in language teaching.
The syllabus determines what is taught, while the methodology determines how it is taught. Together, they
contribute to creating a comprehensive and effective language learning experience for students.

Then, the text is provided discusses the concept of curriculum design in language teaching. It explains the three
different approaches to curriculum development: forward design, central design, and backward design.

Forward design starts with determining the input, which refers to the linguistic content of the course. This involves
selecting the content and organizing it into a teachable and learnable syllabus. The next step is the process, which
focuses on how teaching is carried out. It encompasses the methods, activities, and instructional materials used in
the classroom. Finally, the output refers to the desired learning outcomes. These could be proficiency levels,
specific language skills, or the ability to engage in certain communicative activities.

The text also mentions the importance of authenticity in syllabus design, particularly in providing authentic input
for teaching. The use of corpora and discourse analysis has been instrumental in determining the linguistic input
and designing courses in English for Specific Purposes (ESP).

In the forward design approach, decisions about teaching methodology follow from the syllabus specification.
Different methodologies can be used to teach a particular syllabus, and the choice depends on various factors,
including the theory of language and learning.

Examples of forward design approaches in language teaching include the audiolingual method, the audiovisual
method, and the structural situational method.

It's important to note that the text provides an overview of the concepts related to curriculum design in language
teaching and does not delve into specific details or implementation strategies.