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Curriculum Planning

This guide focuses on guiding the teaching/learning processes of South Asian languages based on learning contexts. It emphasizes interaction, understanding the learner, syllabus design, and flexible specifications. Foundational principles include awareness, autonomy, and authenticity. Learner needs, types, and learning preferences are analyzed for effective curriculum design. Results show greater language production in group work vs. teacher-fronted activities. The guide advocates for authentic language use, task-based activities, collaboration, and cultural inclusivity to enhance language learning.

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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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