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Curriculum Planning

Curriculum Planning. South Asian Languages. Curriculum. Purpose Guide the processes of teaching/learning Based on knowledge of the learning process/context Focus Interaction Understanding the learner/learning context Realization Syllabus design Flexible specifications

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Curriculum Planning

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  1. Curriculum Planning South Asian Languages

  2. Curriculum • Purpose • Guide the processes of teaching/learning • Based on knowledge of the learning process/context • Focus • Interaction • Understanding the learner/learning context • Realization • Syllabus design • Flexible specifications • Provision of means for instructional action

  3. Foundational Principles: AAA • Awareness • Autonomy • Authenticity

  4. Awareness • Relating learning to existing knowledge and experience • The stone-age man from New Guinea • Noticing/consciousness raising • Focused attention • Role of perception • Reflection

  5. Autonomy Chomsky (1988:181): The truth of the matter is that about 99 percent of teaching is making the students feel interested in the material. Then the other 1 percent has to do with your method.

  6. Autonomy—Basic Principles • Motivation • Intrinsic (innate) • Extrinsic (environmental) • Choice, Affect, Effort • Attention-paying << high/sustained cognitive effort << positive affect (for activity, materials) << feeling of control, ownership, competence • Responsibility • Decision making

  7. Authenticity • Texts • Language use in life • Newspaper articles, novels, poems, commercials, soap opera episodes • Relevance

  8. Another A?: Achievement • Intraindividual/Interindividual • Improvement • Accomplishment • How are the intra and the inter related? • Relational implication for: • Self-esteem • Assessment • Feedback • Rewards

  9. Learner Needs • Who is the second language learner? • What does s/he bring to class? • What are her/his goals?

  10. Needs Analysis • Topic • study pop culture 1 2 3 4 5 • current affairs 1 2 3 4 5 • Method • small group discussion 1 2 3 4 5 • Formal language study 1 2 3 4 5 • Skills • speaking 1 2 3 4 5 • Writing 1 2 3 4 5 • Assessment • teacher assess my work 1 2 3 4 5

  11. Learner types and learning preferences • Concrete learners • games, videos, talking in pairs • Analytical learners • grammar, read newspapers, study alone • Communicative learners • watching, listening, using L2 outside • Authority-oriented learners • teacher explanation, textbook

  12. Summing up: CLT • Language learning is learning (struggling) to communicate • Meaning is paramount • Fluency and acceptable language is the primary goal: judge accuracy in context • Sequencing is determined by any consideration of content function • Linguistic variation is a central concept in materials and method

  13. Do the results stack up? • Learners produce greater quantity and variety of language in group work versus teacher-fronted activities. • In group work, NNS-NNS interaction produce more talk. • Learners who have opportunities to negotiate meaning (make clarification requests and check comprehension) do better at comprehension than those learners receiving simplified input. • Communication-based + grammar-focus instruction works better than grammar-only OR communication-only instruction.

  14. What do WE need to do? • Provide appropriate input • Use language in authentic ways • Provide context • Design/use task-based activities • Encourage collaboration • Address grammar consciously • Adjust feedback to the situation • Include cultural aspects of language use

  15. Conclusions • Focus on DISCOVERING culture • Language is the instrument/tool/medium of that DISCOVERY • Learner is ACTIVE • Teacher’s role: Keeping learner ACTIVE

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