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Group 2 The Curriculum For Language
Group 2 The Curriculum For Language
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Submitted to:
Millette B. Sarmiento, EdD
INTRODUCTION
In all subject areas, a language-based curriculum provides well-planned topic information that
is strategically presented to assist learning and enrich students' language experiences.
Teachers carefully evaluate curricula requirements as well as the language demands of classes,
bringing content and language together. Teachers assess not only the content material and
reading resources to be used, but also the critical speaking, listening, reading comprehension,
and writing abilities required by each lesson. The strategies are then used by classroom
teachers to help kids learn material and language.
OBJECTIVES
CONTENTS
2. Syllabus – An explicit and coherent plan for a course of study. It is guide or map for the
teacher and the learners which may be need to be altered once the course commences.
It is constructed by selecting and sequencing content, based on explicit objectives. It is a
public document, usually prepared by teachers and negotiated with learners. It specifies
what to be taught in any particular course of study.
For students
THE PRINCIPLES OF LAC ARE ON THE BASIS OF THESE FOUR MAJOR CONCEPTS
Principle of content based instruction (CBI) or content integrated language learning (CILL)
Natural language acquisition occurs in context; natural language is never learned divorced from
meaning, and content- based instruction provides a context for meaningful communication.
As language is a skill, it is important to go on practicing it until one becomes an expert user of it.
It can never be acquired be reading books on it.
Principle of immersion
This principle tells that all the subjects should be taught not only for teaching the content, but
also for mastering the target language.
This principle tells that language can be learnt well through its functional aspects rather than
the theoretical rules.
Language teacher
Curzon(1985) points out, those who compile syllabus tent to follow the traditional textbook
approach of an ‘order of contents’ or a patterned by a ‘logical’ approach to the subject, or
consciously or unconsciously – the shape of a university course in which they may have
participated. Thus, an approach to curriculum theory and practice which focuses on syllabus is
only really concerned with content. Curriculum is a body of knowledge – content and /or
subjects. Education is this sense is the process by which theses are transmitted or ‘delivered’ to
students by the most effective methods that can be devised (Blenkin et al 1992)
The dominant modes of describing and managing education are today couched in the
productive form. Education is most often seen as technical exercise. Objectives are set, a plan
drawn up, and then applied, and the outcomes (products) measured. In the late 1980s and the
1990s many of the debates about the National Curriculum for schools and did not so much
concern how the curriculum was thought about as to what its objectives and content might be.
Curriculum as process.
Another way of looking at curriculum theory and practices is via process. In this sense
curriculum is not a physical thing, but rather the interaction of teachers, students and
knowledge . In other words, curriculum and what people do to prepare and evaluate.
Curriculum as praxis
(a) Curriculum as praxis is, in many respects, a development of the process model. While
the process model is driven by general principles and places emphasis on judgment and
meaning making , it does not make explicit statements about the interest it serves. It
may. For example, e used in such a way that does not make continual reference to
collective human well- being and to the emancipation of the human spirit. The praxis
model of curriculum theory and practice brings theses to the centre of the process and
make an explicit commitment to emancipation. Thus action is not simply informed, it is
also committed, it is praxis.
(b) In this approach the curriculum itself develops though the dynamic interaction of action
and reflection. That is, the curriculum is not simply a set plans to be implemented, but
rather is constituted through an active process in which planning, acting, and evaluating
are all reciprocally related and integrated into the process(Grundy 1987). At its centre is
praxis: informed, committed action.
The language curriculum is based on the belief that literacy is critical to responsible and
productive citizenship, and that all students can became literate. The Curriculum is designed to
provide students with the knowledge and skill that they need to achieve learners, who share
the following characteristics. Successful language learners:
Stages, decision making roles and products in curriculum development (from Johnson 1989)
The goal and aim are used interchangeably to refer to a description of the general purposes of a
curriculum and objective to refer to a more specific and concrete description purposes.
Aims
An aims refer to a statement of a general change that a program seeks to bring about in
learners. The purposes of aim statements are:
Aims statements reflect the ideology of the curriculum and show how the curriculum will seek
to realize it. (Ranandya and Richards 2002)
The course designers’ full responsibility is that of setting not only broad, general goals but also
specifying objects which are made accessible to all those involved with programs.
1. A curriculum contains a broad description of general goals by indication an overall
educational-cultural philosophy which applies across subjects together with a
theoretical orientation to language and language learning with respect to the subject
matter at hand. A curriculum is often reflective of national and political trends as well
2. A syllabus is more detailed and operational statements of teaching and learning
elements which translate the philosophy of the curriculum into a series of planned steps
leaning towards more narrowly defined objectives at each level.
An important reason for differentiating between the two is to stress that shingle
curriculum can be the basis for developing a variety of specific syllabuses which are
concerned with logically defined audiences, particular needs, and intermediate
objectives (Dubin and Olshtain 1986)
Since the curriculum is concerned with a general rationale for formulating policy decisions
educational- cultural goals with language goals. For example, as an educational approach could
focus on one of the following major goals:
The humanistic orientation has been closely associated with the communicative view of
language.
The rational – cognitive orientation became strongly reflected in the views of human language
proposed by transformational – generative linguistic in the 1960s and was associated with
cognitive-code approach to language learning.
Types of Syllabus
Structural (formal) Syllabus - The content of language teaching is
collection of the forms and structures,
usually grammatical of the language
being taught.
- Examples include nouns, verbs,
adjectives, statements, question,
subordinate clauses, and so on.
Reference
https://www.slideshare.net/mehfilhathi/language-across-curriculum-meaning-definition-and-principles?
fbclid=IwAR2J7lyPUKdn9NXtRwJxWP0IRiY2-uqU9UxZAioc_mig_DfdpHQydLZifRM
https://www.slideshare.net/benithgariales/language-curriculum-59867134?
fbclid=IwAR3K6Zr2aK3rvO0h80UcN_b6XeytxJzea-MqGLCRK7D6GX2SdRpvUb72J-g