Reviewer:

Language Learning Material Development

IMPORTANCE OF LANGUAGE LEARNING MATERIAL DEVELOPMENT

1.Effective Teaching:

Well-designed learning materials can enhance the quality of teaching by providing structured and
engaging content that supports effective instruction.

2.Customization:

Developing materials allows educators to tailor content to the specific needs, interests, and proficiency
levels of their students, increasing engagement and learning outcomes.

3. Addressing Diverse Learners:

Creating a variety of materials can cater to different learning styles, preferences, and abilities, making
education more inclusive and accessible.

4. Cultural Sensitivity:

Thoughtfully developed materials can incorporate culturally relevant examples, promoting cross-cultural
understanding and respect in language learning.

5. Language Authenticity:

Authentic materials, such as real-world texts and multimedia, expose learners to genuine language
usage, aiding in practical language acquisition.

6. Progressive Learning:

A well-structured progression of materials can guide learners from basic to advanced language skills in a
coherent and logical manner.

7. Innovation:

Developing materials encourages educators to explore new teaching methodologies, technologies, and
pedagogical approaches, fostering innovation in language education.

8. Teacher Empowerment:

Teachers who engage in material development have greater control over their teaching process,
allowing for flexibility and adaptation to classroom dynamics.

9. Engagement:

Thoughtfully designed materials can capture learners' interest, keeping them motivated and involved in
their language learning journey.
10. Continuous Improvement:

Regularly revisiting and refining materials based on feedback and classroom experience ensures ongoing
improvement and relevance

Curriculum

• The term curriculum is open to a variety of definitions; in its narrowest sense it is synonymous with the
term syllabus, as in specification of the content and the ordering of what is to be taught; in the wider
sense it refers to all aspects of the planning, implementation and evaluation of an educational program,
the why, how and how well together with the what of the teaching-learning process.

MODELS OF CURRICULUM PLANNING

- CONTENT MODEL: CLASSICIAL HUMANISM

- OBJECTIVES. MODEL: RECONSTRUCTIONISM
- THE PROCESS MODEL: PROGRESSIVISM

CONTENT MODEL: CLASSICAL HUMANISM

• Focus- content of what is to be learned by, or transmitted to, the learner

• Content is a valued cultural heritage, understanding of which contributes to the overall intellectual
development of the learner; and content is knowledge which has been identified and agreed to be
universal, unchanging and absolute.

• However, as Kelly (1989, pp. 45–46) points out, the model is inadequate as the basis for curriculum
design because it is unable to cope with a discussion of the wider purposes of education, and does not
take into account the abilities or problems of the individual learner or the complexities of the learning
process itself.

• In the era of globalisation and the growth of multicultural societies, it cannot justify the transmission
of one particular culture; within the ethos of ‘education for all’ it is unable to take account of the widely
differing needs of a massive student population, where the ‘educated’ are no longer an elite trained to
rule the next generation of workers; as the basic premises of science no longer rest on objective, logical,
value-free theories but are shaken by the discoveries and uncertainties of quantum physics, the
foundations of universal knowledge are no longer secure and an educational philosophy based on these
foundations is no longer acceptable.

• That is not to say that ‘content’ has no role whatsoever in curriculum design, only that as a model it is
too simplistic, and too much a product of an earlier, very different society, to be the central planning
factor for curricula today.

• In language teaching, it underpins the grammar-based curriculum, where the syllabus is concerned
with the grammar and vocabulary of the language
• the purposes of the programme are to transmit knowledge of the language system to the learners and
to ensure that they master the grammar rules and vocabulary of the language; the content, or the
syllabus, is a selection and sequencing of individual grammar points and lexis; the teaching procedures
and learning experiences will include drilling of grammatically correct sentences, explanations of theory
and memorization of lists of vocabulary; and assessment is based on the learner’s ability to produce
grammatically accurate language

• Ignores factor such as context, appropriacy of use, modes of discourse or individual learner needs

• Reflects essentialist or objectivist approach to meaning

OBJECTIVE MODEL: RECONSTRUCTIONISM

• Purpose- to bring about some kind of social change

• Learning as a Process of observable changes in behavior (R.W. Tyler)

• Mager (1962) published Preparing Instructional Objectives and gave definitions of behavioral
objectives:

• 1. They must unambiguously describe the behavior to be performed.

• 2. They must describe the conditions under which the performance will be expected to occur.

• 3. They must state a standard of acceptable performance (the criterion).

OBJECTIVE MODEL: RECONSTRUCTIONISM

• Terms to describe intended learning outcomes: performance indicators, learning objectives,

performance objectives and expected output.

• The attraction of the model is that it provides:

• 1. Clarity of goals: The objectives of a learning programme are clear to both the teacher and the
learners, which facilitates the selection of learning materials and activities. OBJECTIVE MODEL:
RECONSTRUCTIONISM

• The attraction of the model is that it provides:

• 2. Clarity of goals: Ease of evaluation: Where there are clearly specified objectives, the success of the
learners, and of the programme, can easily and accurately be evaluated to the extent that the objectives
have been fulfilled.

• 3. Accountability: In both formal and business sectors, the model provides clear methods for needs
identification, establishing learning purpose and providing measurable ‘products’ of the educational
programme. OBJECTIVE MODEL: RECONSTRUCTIONISM

• The use of behavioral objectives in education, criticized by Kelly (1989), is seen as reducing people to
automatons, ignoring concepts like autonomy and personal growth. This approach oversimplifies
complex learning, lacking sophistication by forcing a linear structure on inherently cyclical processes.
Tumposky (1984) similarly disapproves, noting that foreign language teachers, including ESL/EFL, react
negatively due to its limitations on creativity and neglect of cognitive and emotional aspects. Despite
these criticisms, the objectives model was pivotal in the Council of Europe's 1970s project, shifting
language teaching from grammar to communication, prompting the development of notional-functional
syllabi focusing on needs analysis and broader learning goals. THE PROCESS MODEL: PROGRESSIVISM

• Kelly criticizes contents and objectives models for lacking guidance in choosing content and aims.

• Kelly proposes the process model for curriculum planning, emphasizing the value issue as prime
concern.

• The process model aims for self-fulfillment, focusing on understanding development, not passive
knowledge acquisition. THE PROCESS MODEL: PROGRESSIVISM

• In the 1990s, designing an effective English Language Teaching (ELT) curriculum requires flexibility
within a clear framework. Informed by research in language acquisition, discourse analysis, socio- and
psycholinguistics, and operating within financial and accountability constraints, curriculum designers
seek a balance that allows adaptability while providing a distinct direction for curriculum development.
THE NEW PRAGMATISM: A MIXED-FOCUS CURRICULUM

• The term "communicative curriculum" is often used without clear understanding of its meaning or the
principles of curriculum design. According to Dubin and Olshtain (1986), a communicative curriculum
encompasses language as viewed by sociolinguistics, a cognitive-based language learning perspective,
and a humanistic educational approach. Various publications contribute to the discourse on curriculum
in language teaching, emphasizing needs analysis, process along with product, learner focus, continuous
evaluation, and integration in design and implementation. THE NEW PRAGMATISM: A MIXED-FOCUS
CURRICULUM

• An integrated approach, characterized by being learner-centered and combining aspects of both

product-oriented and processoriented models, seems suitable for English Language Teaching (ELT)
today. THE NEW PRAGMATISM: A MIXED-FOCUS CURRICULUM

• This mixed-focus model suggests the potential future direction of language curriculum development.
This proposed framework follows three dimensions: policy (desired curriculum outcomes), pragmatics
(constraints on achievable outcomes), and participant roles (reconciling policy and pragmatics)

• Four decision-making stages are identified: curriculum planning, specifying ends/means, program
implementation, and classroom execution. Evaluation is considered an essential part integrated into
each stage of the curriculum development process. CURRICULUM POLICY

• The policy maker in curriculum planning is like a juggler who balances the needs of learners,
institutions, society, teachers, and more. They must find a balance between different needs and goals
when creating a curriculum design. This overall plan guides all decisions but can be changed. It's like
building on what's already there, rather than starting from scratch. NEEDS ANALYSIS

• Needs analysis is now seen as the logical starting point for the development of a language program
which is responsive to the learner and learning needs, but there has been some disagreement as to
what is entailed. Brindley (1989, p. 64) suggests that two orientations are now generally recognised:
• 1. a narrow, product-oriented view of needs which focuses on the language necessary for particular
future purposes and is carried out by the ‘experts’

• 2. a broad, process-oriented view of needs which takes into account factors such as learner motivation
and learning styles as well as learner-defined target language behaviour NEEDS ANALYSIS

• The outcomes of needs analysis guide program objectives and teaching methods. The process should
involve as many participants as possible, including learners themselves. Involving learners in specifying
content enhances relevance and active engagement. In the integrated approach, needs analysis occurs
before and during the course, aiding the development of mutually agreed-upon teacher-learner learning
objectives.

• IMPLEMENTATION

• EVALUATION