LANGUAGE CURRICULUM DESIGN AND MANAGEMENT

20/2

ESP: English for Special Purposes

EGP: English for General Purposes

EAP: English for Academic Purposes

Evaluation and assessment? Same or different?

Measuring:

 Compare something with standards (e.g., compare students’ performance with some
criteria/rubrics/benchmark)

Testing

 Procedure of delivering a test and grading

Assessing

 Having the whole process of testing and giving information to the students

Evaluating

 Evaluate the teaching and program, identify factors, fix the problems, and make it
better in the next delivery.

What do you already know about the curriculum?

Curriculum

National curriculum

Objectives

Content, methodology, materials, and assessment but more comprehensive (umbrella term)

Curriculum Philosophy

Local or institutional curriculum = program

Program

(Vie: chuong trinh giang day)

It consists of a number of courses

= local or institutional curriculum

Syllabus = course outline

syllabus = document = detail plans of a course

Course

(Vie: khoa hoc, hoc phan)

Course outline = syllabus = document = detail plans of a course

A course contains lessons

Objectives and aims (expected outcomes, expected learning outcomes)

Content (what to teach?), methodology (how to teach?)

An integral part of a program

Lesson plan

(Vie: ke hoach bai day)

Detail plans of a lesson

Lead in, warm up, content, wrap up

Objectives of the lesson

Means of teaching

Content

Teaching steps (instructions)

Assessment

3 bai tuan theo apa 7th

LESSON 2
TESOL

EFL TEACHER

What is language? What is the English language?

Answers:

Material development (ptrien tai lieu hoc tap)

Understanding the learners 

Needs analysis

Second language acquisition (SLA)

Methodology

Linguistics knowledge 

Cultural knowledge 

Psychological knowledge

Market analysis

 4 Ps   (Place, price, promotion, product)

 Selling points? Unique features of your products (e.g. quality teachers,
promising commitment)

Customer relationship

General language knowledge

HOMEWORK
1/ What is language? 
Nature of language: How language is defined?

Systems of codes

Functions:

Means of communication, expressing yourself, archive and storing information, legacy

Means of showing identity

Interpretative functions

Emotional release
Means of learning or attaining
Use for learning
  
2/ What is the English language?

EIL = English as a International Language 

English is now becoming international language, spoken by native and non-native

speakers (out number)

English is becoming increasingly important.

lingua franca: a language used for communication between groups of people

who speak different languages

Use in different fields

Language and culture are indispensable, they can not be separated

*Cần xác định rõ vai trò quan trọng của Tiếng Anh để xác định nội dung cho phù
hợp

 General principles of communication : shared values (protect the environment,

poverty, …)

Nguyen tac co ban trong giao tiep

Ethnocentric: evaluating other peoples and cultures according to the standards of

one's own culture. ( chủ nghĩa chủng tộc )
(((Always think his culture is the best )))

Ethnorelative 

“Respect others”  A person always thinks that no culture is better.

‘’Mediate’’ develops intercultural communication competence (ICC)

 Intercultural language teaching => cultural comparison, accept but not

necessarily agree

Academic manager: What theoretical knowledge do we need to obtain?

Answers:

Material development (ptrien tai lieu hoc tap)

Understanding the learners 

Needs analysis

Second language acquisition (SLA)

Methodology

Linguistics knowledge 

Cultural knowledge 

Psychological knowledge

Market analysis

 4 Ps   (Place, price, promotion, product)

 Selling points? Unique features of your products (e.g. quality teachers,
promising commitment)

Customer relationship

General language knowledge

LESSON 3

Ways in which a foreign language (FL) can be learned successfully?

 Put vocabulary in context

CONTEXTUALIZE, DECONTEXTUALIZE

Why do teaching meaning and context of vocabulary need to go hand-in-

hand?

If you use a single English word in an isolated way, it will not be enough for
students to interpret different layers of meaning.

 Learning by doing (practice)

 Environment, simulation of an environment to help learners access
authentic materials
 Clear and feasible goals for learning

Ways in which a FL may be taught effectively?

 Instruction (teaching)
 Help learners achieve their goals of learning (needs)
 Methodology, materials, and assessment are all based on the
learners’objectives

How a FL learner draws on Vietnamese

44 sounds in English

As a syllabus maker, it is vital to consider the different features between the two
languages. Features that are not available in the mother-tongue need to be
emphasized and practiced intensively.

How you as the teacher can draw on your own language knowledge and on your
language (L1, L2/FL) learning experience?

And, in the context of this course

How this whole process can be reflected in the curriculum of the FL that you
teach?

The curriculum must have clear goals

Appropriate methodology, materials, and assessment for acquiring the goals

What are your teaching beliefs?

Sharing knowledge goes hand in hand with sharing the passion

Knowledge

Skills

Attitude

Awareness

KASA (old)

Attitude vs Awareness

Attitude: emotion (like or dislike)

Awareness: what we should do, we think it’s right or not right  affects our
behaviors

Competency-based education (CBE)

Skills are more specific, whereas competency is more general

A competency can be a skill

CBE: which skills are needed to develop

Think about your classroom teaching. Give one or two examples of how your
beliefs have determined some of the decisions you have made on, for example…

 The language to teach or revise or assess

 Ways to draw on students’ previous language learning
 Your students – their progress or difficulties e.g. ways to manage a wide
range of proficiency levels in one class
 Your part in the management of your course
 Your management of some aspects of particular lessons
 The rapport you have with your students
 Your teaching individually or collaboratively, as in team-teaching
 Planning before a course or a lesson
 Evaluating your work and students’ work at the end of a course or lesson
 Responding to and acting on student evaluation or courses or lessons.

Teaching beliefs affect heavily behaviors, TBs need to be considered carefully

for timely modification

Teaching beliefs are different from teaching philosophy (educational

philosophy) since TBs may be wrong whereas teaching philosophy is always
right.