CURRICULUM DEVELOPMENT in

FLT

Prof. Dr. Aydan Ersöz

A curriculum is a statement that specifies the philosophy of an

educational institution.

philosophy of language (an understanding of the nature of language)

+

philosophy of learning in general and language learning (an understanding of the nature of learning and language learning)

+

philosophy of teaching in general and language teaching (an understanding of the nature of teaching and language teaching)

A CURRICULUM covers

1. Goals and Objectives (which reflect an overall educational-cultural

philosophy)

2. Syllabus (Content: What and when & Methods: How)

3. Evaluation and Assessment

What is language?

Why do we communicate?

What is learning?

How do people learn?

What is language learning?

How do people learn languages?

What is language learning?

How do people learn languages?

What is teaching?

What is language teaching?

Issues:

1) We want to change the curriculum without

changing our understanding.

2) We want to implement the CEFR without implementing its

philosophy.

CEFR Our Practice

Process-oriented Product-oriented

Analytic Synthetic

Inductive Approach

Deductive Approach

Integrated Segregated

Procedural Knowledge

Declarative Knowledge

CEFR Our Practice

Communicative Structural

Skills-based Grammar-based

Task-based Exercise-based

Active learners (forming their own learning)

Passive learners (receiving information)

Learner and learning-oriented

Teacher-oriented

Reflective Habitual

3) We want «the imposed change» to be accepted by all parties

involved (teachers, students, and parents)

at once.

• Raising social awareness

• Changing beliefs and attitudes before changing

the curriculum

• Providing in-service training

• Providing continuous teacher coaching

• Encouraging «observation and feedback» rather than

«inspection»

• Promoting «reflection» and «critical thinking» in

learning and teaching

4) We employ people who do NOT have the necessary

expertise in curriculum development, syllabus design, assessment or

coursebook evaluation as decision-makers.

5) We focus too much on teaching but not

enough on learning or learners.

(physical conditions, teacher behavior, learner motivation,

learner autonomy, etc.)