ECEDU/ Master in Pedagogical Mediation in Language Learning

Unit 3 - Step 4: Case decision

Curriculum
innovation in
language teaching Liliana Puerto
Bogota, 25th January 2022
Objective.

To discuss how innovation or changes in curriculum make an impact on the learning

process.

• To reflect about the dynamism and importance of innovation.

• To identify key elements when innovating in curriculum
Agenda

 Step 4 – Case decision.

 Study case progress
 Curriculum development
 Curriculum innovation
 Analytical chart
 Language curriculum development
 Curriculum evaluation
 Factors of curriculum innovation
 Conclusions by students
 References
Learning Strategy

Step 1: Case Preparation

Step 2: Case Discussion.

Case
Study Step 3: Case Argumentation.

Step 4: Case Decision

Step 5: Case Presentation

Organization of Academic Activities

• To discuss conceptions of language curriculum development.

• To analyse the case study related to problems of the curriculum in language education.
1

• To design a virtual resource accounting for the changes of curriculum in languages.

• To state hypothesis, causes and consequences of the case study.
2 • To participate in the synchronous and asynchronous spaces in the course.
Project

• To analyze epistemological and philosophical aspects of the language curriculum.

• To design an infographic accounting for the evaluation of the curriculum.
3

• To complete an analytical chart about models and approaches in language curriculum.

• To argue the decisions made to treat the case study proposed.
4

• To evaluate a curricular proposal through the design of qualitative and quantitative instruments.
• To reflect upon the process of the case study through a video.
5
Activity 1.

Watch the following video and discuss around

the following sentence:

The socio-cultural context where an innovation

is to be implemented therefore will play a major
role in the adoption or resistance of the
innovation

https://www.youtube.com/watch?v=0IZyxbP8szo
Requirements for Curriculum Language

Curriculum
development

What to teach How to teach

Top-down Curriculum
Button – up curriculum
Goals Methodology
Syllabus Materials
Contents Needs Resources
Context Evaluation
Language curriculum development

C
U
R
R
I
Planning C
U
L

Designing
U
M
Phases of the
D
-
curriculum
E
V
development
Implementing E
L
O
P
M
Evaluating E
N
T
 Language curriculum development

Backward Curriculum Design Process

Needs Analysis Goal Settings Syllabus Design Methodology Evaluation

Centered Curriculum Design Process

Needs Analysis Methodology Syllabus design Goal Settings Evaluation

Forward Curriculum Design Process

Needs Analysis Syllabus Design Methodology Goal Settings Evaluation

Richards, 2017
Input / Content T - L Process Output
Curriculum Innovation

An innovation can be tried and tested on a

small/large scale is also an important factor.
Conducting an innovation on a small scale
reduces the risks involved in large scale adoption
without testing or experimenting. (Orafi, 2013)

When´s the right time to

innovate?.
 FACTORS OF CURRICULAR INNOVATION
Category Level Factor
Internal Age, experience, gender, ethnicity , teaching philosophy
Cultural
External Cultural appropriateness
Internal Capacity of obtaining resources
Economic
External Recourse support
Internal Decision making , participation and involvement
Political
External Government and organizations , education law

Organization Internal Professional development needs, teacher training

al External Class size, timing, workload, beliefs and attitudes towards innovation
Understanding and knowledge of innovation (need, clarity, complexity and practicality), ownership of
Internal
Phycological innovation, personal concerns
External Communication, leadership and administration
Internal Teaching experience, teaching method
Pedagogical
External Educational objectives, educational contents, teaching strategies, evaluation strategies,
Internal Respect of professional ethics code
Legal
External Professional ethics

Technologic Internal Ability to handle ICT

al External Access to audio-visual recourses
Activity 2.

Choose one of the following particular academic

scenarios, share with the class the main factors
(at least 2) to focus on at the time of design,
improve or innovate curriculum. Explain why
they are relevant.

(high school students)

• Students at a technological school where

accounting skilled profiles are formed.

• Students with special education needs

(physical disabilities).

• Students located in a non urban town or

place.

• Students
Curriculum innovation.

Implementation of ELT curriculum

innovations is a complex process, and that
the introduction of ELT curriculum
innovations needs to be planned very
carefully, and take into consideration the
various factors which may influence its
successful implementation.

Orafi (2013)
Problems in language curriculum development.

 No updates are made to curricula in institutions.

 Curriculum designers and teachers are not aware of innovative approaches in the
curriculum.
 Multidimensionality in curriculum is a hard aspect to apply institutions do not
provide.
 Clear guidelines about their own philosophical visions and the ones they expect
from the new programs or courses.
 Generally, directors impose a single way to apply the curriculum, without any
objections from teachers or students.
 Assigning this responsibility to unexperienced teachers with no guidance, and who
are not willing to challenge themselves in order to bring improvements
 When learning or teaching is not successful, teachers and students’ performance are
blamed, but not the curriculum itself.
 Curriculum monitoring process, it is not persistent.
References

Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge:
Cambridge University Press.Richards, J. (2002). 30 Years of TEFL/TESL: A personal Reflection.
Singapore. In RELC Journal, Vol 33, 2, 2002, pp.1-36. Recovered from:
https://www.professorjackrichards.com/wp-content/uploads/30-yearsofTEFL.pdf

Richards, J. (2014). The Changing Face of Language Learning: Learning Beyond the Classroom. In RELC
Journal, Vol 45, 1, pp.1-18. Recovered from:
https://www.professorjackrichards.com/wp-content/uploads/The-ChangingFace-of-Language-Learn
ing-RELC.pdf

Tavella, G. (2017). Approaches and Methods in Language Teaching. ELT Journal: An International Journal
for Teachers of English to Speakers of Other Languages, 71(1), 122–124.

Orafi, S. M. S. (2013). Effective Factors in the Implementation 0f ELT Curriculum Innovations. Scientific

Research Journal, I, 14-21.

Kırkgöz, Y. (2008). A case study of teachers’ implementation of curriculum innovation in English language
teaching in Turkish primary education. Teaching and teacher education, 24(7), 1859-1875.

Mâţă, L. (2012). Key factors of curriculum innovation in language teacher education. International Journal
of Educational and Pedagogical Sciences, 6(6), 1222-1230.
References

Richards, J. (2017). Curriculum approaches in language teaching. in Handbook of Research in Second

Language Learning and Teaching. Vol 3. Eli Hinkel (Editor). New York: Routledge. 117-131.

Londoño, E. (2019). Issues in Language Curriculum Development.

https://repository.unad.edu.co/handle/10596/24229
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