6002 - Session 8 - PPT

MAAL6002 Centre for Applied English Studies, HKU 1
MAAL 6002
SECOND LANGUAGE
CURRICULA
MAAL6002 Dr. Lillian Wong, Centre for Applied English Studies, HKU 2
Session 8
Curriculum Applications
1
Learning Outcomes
• share your experience of designing a curriculum
and discuss the major issues involved in the
process with your classmates
• better understand how to present and evaluate a
curriculum framework based on a particular
approach
• apply the skills learnt into the chosen context of
your assignment
• critique sample assignments using assessment
criteria and feedback form
Revision
Sessions 1 – 7
2
Session 1
Curriculum design and

development, innovation and
change
Curriculum Design
• Curriculum is the broadest organization
of instruction, involving planning,
teaching, and evaluating any plan for
the teaching and learning of English.
• Curriculum developers often enter the
process at any of the stages.
• The process is complex, interactive, and
dynamic, and cycles through its various
components.
3
Richards (2013):
• “Curriculum development in language

teaching can start from input, process, or
output”
• “Each starting point reflects different
assumptions about the means and ends of
teaching and learning”
Forward, Central, & Backward

Forward
design
Central
design
Backward
design
4
What is your starting point?
Language Activity Needs

-centred -based -based
Forward Design Central Design Backward Design
Input Process Output
Syllabus Methodology Learning outcomes
Genre-based Task-based Outcome-based
Adapting a course book

1. Add or omit content
2. Change the sequencing of the content
3. Change the format (types of activities)
4. Change the presentation (techniques)
5. Add or omit monitoring (e.g. peer
review)
6. Add or omit assessment
11
5
Using source books instead of course

books
• Drawing material from a variety of sources to meet
as close as possible what the learners need
• Published supplementary materials such as graded
readers, grammar activity books, and conversation texts,
speed reading courses and so on
• Clippings from newspapers or magazines, recordings from
the radio or TV, or photocopied material from texts or
course books
• The curriculum designer or teacher needs
• to be aware of the various parts of the curriculum design
process, and
• to be able to check that the greater freedom they have to
draw on a variety of types of content, presentation and
assessment is matched by monitoring of all parts of the
curriculum design process.
12
Using technology and the internet

• use of technology and computer software in
self-access centres and language-learning
laboratories
• use of technology-mediated activities in the
classroom, most obviously in the teaching of
writing
• use of the internet as a source of information
• use of corpora such as the British National
Corpus (BNC) and the Corpus of Contemporary
American English (COCA)
13
6
The process of curriculum design

- Christison and Murray’s model (2022)
Understanding the Context
• Determining a theoretical framework
• Conducting a stakeholder analysis
• Conducting a needs analysis with learners
Developing curriculum relevant to the context
• Determining outcomes and goals
• Selecting a curricular approach
• Selecting content (scope)
• Sequencing content
• Selecting learning materials and activities
• Assessing learning
• Designing professional development
Evaluating the curriculum (impact study)
• Tying instruction to context
• Tying learning to context
14
Session 2
The process of curriculum

design and innovation:
Understanding the context
15
7
An
1.examination
Determiningof a theoretical framework
beliefs about language and language teaching and learning
2. Conducting a stakeholder analysis

beliefs of the stakeholders and their specific interests
3. Conducting a needs analysis with

learners
roles, and the goals and needs expressed by the learners
16
Learner needs analysis

1. What type of learners
2. What kind of information to look for and
the types of learner need: necessities,
lacks or wants (Types)
3. Where to find the information (Sources)
4. Ways to gather the information
(Methods)
17
8
Session 3

Developing curriculum
relevant to the context
18
MAAL6002
1.Determining outcomes and goals

2.Selecting a curricular approach
3.Selecting content
4.Sequencing content
5.Selecting learning materials and activities
6.Assessing learning
7.Designing professional development
19
9
1. Determining goals and learning outcomes
• Need to be measurable for measuring student

learning
• Align with assessment
• Usually a limited set of goals for which specific
sets of objectives are developed
• Objectives
• What learners know and are able to do with the
language
• Learning how-to-learn strategies
20
2. Selecting a curricular approach

The rationale for the choice of approach
should emerge from
• Theoretical framework
• Stakeholder analysis
• Learner needs analysis
• Goals and objectives
• Whether teachers are educated in using a
certain approach and if professional
development can be conducted
21
10
3. Selecting content (scope)

Content
• Language to be taught
• Subject matter in which the language is
embedded
Scope
• Determines what and how much language and
subject matter
• All aspects of language need to be considered
22
4. Sequencing content
Depends on:
• what learners acquire along the way
• the curricular approach chosen
May be based on these criteria:

• Simple to complex
• Chronology – the order which events occur in the
real world
• Learners’ need
• Prerequisite learning
• Whole to part or part to whole
• Spiral sequencing – recycling of items
(Richards, 2001, pp.150-151)
23
11
5. Selecting learning materials and activities
• Need to align to the goals and objectives of the

curriculum
• Should help learners achieve the goals and
outcomes
• Individual teachers choose their
methodologies/techniques for implementing the
curriculum (i.e. activities, tasks, learning
experiences used within the teaching and
learning process)
24
6. Assessing learning
• Assessment must be aligned to the
goals and objectives of the
curriculum.
• Assessment can be both formative
and summative.
25
12
7. Designing professional development
• what teachers already know and their existing

beliefs
• address what skills and knowledge teachers will
need to learn
• the intentions of the curriculum, and the
outcomes expected of the learners
• continuing, collaborative, coherent and context-
based with support from administrators and
curriculum designers or other facilitators
26
2
MAAL6002 Dr. Lillian Wong, Centre for Applied English Studies, HKU
7
Session 7

Evaluation and
Quality Assurance
27
13

28
Issues in curriculum evaluation

1. Purpose and Audience/Stakeholders of
evaluation
2. Type and Focus of evaluation
3. Assessing the time and money needed
4. Kinds of information to gather – tools/methods
and sources
5. Gaining support of the people involved
6. Gathering information
7. Presentation of findings
8. Implementation and change
9. Follow-up evaluation
29
14
The process of curriculum design

- Christison and Murray’s model (2022)
• Determining a theoretical framework
• Conducting a stakeholder analysis
• Conducting a needs analysis with learners
• Determining outcomes and goals
• Selecting a curricular approach
• Selecting content (scope)
• Sequencing content
• Selecting learning materials and activities
• Assessing learning
• Designing professional development
30
Sessions 4 - 6
Curricular Approaches:
Genre-based
Task-based
Outcome-based
31
15
Genre & Text-based
Approach
32
• Types of literary texts

• Recurring activities and events
• Purposeful/functional text structure
(specific purposes)
• Connected with group membership
What is GENRE?
• Goal-oriented (e.g. a letter to the editor
(Maxwell-Reid, 2014, p.88)
• Culturally-bound
• For educational/occupational/
professional lives (Hyland, 2007 as cited
in Christison & Murray, 2022)
33
16
What is GENRE?
Traditionally
• A category or type of art, literature,
film, music or writing
In popular culture
• in terms of movies or films - adventure,
romance, comedy
In English Language Teaching
• a poem, seminar presentation,
proposal, business report, essay,
lecture, etc.
34
In English Language Teaching, GENRE may include
Business
Essays Reports Presentations Seminars
letters
Dissertations
Case Studies Book reviews Reflections
& Theses, etc.
• Communicative events with shared set of communicative purposes

• These vary according to: Context, Purpose, Audience, Style, etc.
35
17
Characteristics of GENRE-based Approach
(Christison & Murray, 2022, p.185)
▪ Mostly use an integrated curriculum

▪ Use language to achieve specific purposes
▪ Each genre is unique from other texts with different social
(or academic) purposes and structures
▪ Cultural-specific: Communicative purpose can vary across
cultures
▪ Enable learners to engage with whole texts
36
Communicative Purposes of Genre

Genres have multiple / different purposes for
different participants involved
Communicative purpose vary across cultures although the texts
are in the same category (e.g. Chinese or English newspapers)
Teachers let learners understand how to relate the text to other

texts
37
18
• Recognize multiliteracies
• Changing nature of literacy (email, FB, Twitter)
• Different modes of communication in classroom
instruction
• Teach specific registers

• e.g. specific structures for sports announcer talk,
Characteristics talk about the weather, writing about health
of Teaching
GENRES • Explicit teaching of the structures of genre
and the language of registers
• Scaffolding; enable learners:

• to complete the task collaboratively
• to do the task independently
• to apply the skills to a different tasks
(TRANSFER)
38
Systematic Functional Linguistic

Teaching in a model
GENRE-based (5-part iterative cycle for instruction):
Approach • Building the context
• Modelling and deconstructing the
(Feez, 1998, as cited in Christison text
& Murray, 2022, p.192)
• Jointly constructing the text
• Independently constructing the text
• Linking the text to related texts
39
19
• Personal recounts
What are the
• Factual recounts
examples of • Narratives
TEXTS? • Descriptive reports
(Ministry of Education Singapore, • Arguments
2020, as cited in Christison &
Murray, 2022, p.190) • Multimodal communication
(linguistic, visual, gestural, audio,
spatial modalities)
40
Product-oriented
Too prescriptive: Teacher-intervention of

Criticism of GENRE- learning, explicit teaching approach
based Approach
(Maxwell-Reid, C., 2014 p.90)
Without explicit instruction (less guided

learning context), students would rely on
their own understandings of writing. They
can draw on their experience of English from
OUTSIDE SCHOOL.
41
20
How to overcome potential disadvantages
to GENRE-based approach?
Enables learners to
explore, create and
Careful curriculum
understand the
planning
flexible and fluid
nature of texts
42
Should allow for individual variation
Teaching &
Should consider students’ Learning of
disciplinary context Specific Purpose
Genres
Should incorporate “learning about” (Paltridge, Ch.18, pp.356-357)
genres rather than just the end
product or specific variety of genres
43
21
Task &
Project-based Approach
44
TASK-based Language Learning

Task-based
Task-based
language
instruction
teaching
Tasks can be
Focus on small or as
TASKS large as
projects
45
22
• Involve learners in comprehending,
manipulating, producing or
interacting in the target language
What is a • Not only to complete a language task;
‘task’ in TASK- but to communicate meaning to
based achieve goals
Language • Stress on meaning-focused language
tasks
Learning?
• More on meaning than on form (e.g.
drilling, language practice exercise)
46
What is a ‘communicative task’?

A piece of classroom work which involves learners in
comprehending, manipulating, producing or interacting in
the target language while their attention is principally
focused on meaning rather than form. The task should also
have a sense of completeness, being able to stand alone as a
communicative act in its own right. (Nunan, 1989, p.10)
47
23
What do learners do in
TASK-based approach?
• need knowledge about language
• need the ability to use language to achieve

communicative or other goals (=
Communicative Language Teaching)
• use language as an instrument to participate in

and complete tasks
• Have meaningful interaction with the target

language
• Process and cycle language naturally

48
(Christison & Murray, 2022, p.294)
Centre for Applied English Studies, HKU
48
Notes to Curriculum Designers

• How teachers select tasks to
support learners’ needs
• How tasks fit together
• How each task builds on or
extends previous learning
(learners’ communicative needs)
• To achieve cumulative,
collaborative and continuous
learning
49
49
24
• Purpose- reasons for doing, learners’ goals
• Context- real, simulated or imaginary? Who?
How? When? Where? What?
• Process- roles of learners and teachers in
completing tasks, how the procedures get
“Task Characteristics” communicated to the learners
= Checklist for • Result- expected responses, product
task design for produced
instructional use • Input- teachers determine whether the input
to students needs to be modified
• Difficulty factors- make tasks easier/ difficult?
• Language factors- how does the task support
learners in developing their language skills?
50
Centre for Applied English Studies, HKU
Advantages of TASK-based Approach

• Student centred
• Learners’ autonomy
• More and varied input to learners
• Natural context of language use
• Language arise from learner needs
• Learners develop strong communication skills
MAAL6002 51
51
25
• Not for beginners
• Tasks make it difficult to predict
learning
Disadvantages • Difficult to focus on specific language
of TASK-based • Variation of students (dominant or
Approach silent)
• Learners may feel they are not
learning language
52
Projects = extension of tasks

Language learning takes place when learners are
engaged in purposeful communicative activities (Ellis,
2003)
Project- Work collaboratively to achieve goals
based Changing role of teachers
Curricular
Minimal direct instructions
Students explore and discover solutions

53
26
Outcome-based
Approach
54
What is an ‘outcome’?
• A product
• A standard measure
• Something that can be done
• Demonstrates knowledge, skills,
competency, problem solving, etc.
A culminating demonstration of learning:

whether or what a learner can do by
the end of the study period 55
55
27
Usage overlaps with standards/competency-based
• What ALL students should be able to do
successfully (high expectations of all/mastery
Critical Features learning) - - yet recognizing that not all learn at the
same pace, same way, or to the same depth
of OUTCOME- • Starts with desired outcome and works backward
based • ALL activities are driven by outcomes
curriculum • Use of models /exemplars, sharing, modelling,
practice
• A range of opportunities to learn and demonstrate
learning
56
Having a clear focus on learning

results
Aligning all instruction and

assessment to those results
Key characteristics
of Transformational Designing curriculum back from
OBE the desired results
(Chrsitson & Murray, Having high expectations of all

2022, p.310) learners (different learning pace)
Enabling learners to learn and

demonstrate successful learning
Centre for Applied English Studies, HKU MAAL6002 57
57
28
• Embed overarching
outcomes within the
curriculum
• Clearly define the learning
Applications outcomes
of OBE in • Specify assessment
standards, text types and
English instructions
Language
Teaching • Same learning outcome
across grade levels;
different assessment
standards and methods
at different grade level
58
Summary of Outcome-based Approach
Focuses on learning and how learners can demonstrate their

learning
Learning can contribute to learners’ development of civic life

(problem solvers, team members, critical thinker, autonomous
learners)
Empower individuals to fulfill life roles and achieve to their
capacities
59
29
Important Notes
• Establish assessment standards

for each learning outcome
• Detail assessment principles and
types of assessments in the
curriculum
• Manage and record assessment
results
• Provide teachers with guidelines
for instruction and assessment
• Create standards for instruction
60
Key References
Christison, M., & Murray, D. E. (2022). What

English teachers need to know. Volume III:
Designing curriculum (2nd ed.). Routledge.
Hyland, K., & Wong, L. L. C. (2013). Innovation

and change in English language education.
Routledge.
61
30
Assignment /
Assessment
62
Assessment / Assignment
One assignment of 2,500 words involving curriculum design and
critique for a specific audience.
Part 1. Curriculum design
• Present the design of a curriculum framework based on a particular
approach (e.g., genre, task, or outcomes based) for a unit, module
or short course for students at primary, secondary or tertiary level (or
as negotiated).
• Demonstrate your awareness of key features of the curriculum
design process including understanding of the context, developing
curriculum relevant to the context, and means of evaluating the
curriculum (See Christison & Murray (2022), chapter 6).
• Include a sample activity that demonstrates your chosen curricular
approach, and a summary table of your curriculum design process in
the Appendix.
63
31
Part 2. Critique of Design
• Write a critical evaluation of your curriculum
design in terms of how well it fulfills the
specifications/expectations/ requirements of your
approach, as well as in light of broader
curriculum issues, alternative curriculum
approaches, other research, and your own
classroom experience. Be sure to indicate both
strengths and weaknesses.
64
Total length: 2500 words (excluding the reference list and appendix)
Part 1: 1000-1250 words
Part 2: 1000-1250 words
(Give the total word count before the reference list and appendix. )
Write in an appropriate academic style (e.g., use of proper citation and

referencing in APA style 7th edition) and should demonstrate:
• Evidence of reading (you need to refer to a number of appropriate
articles);
• Evidence of critical thinking (you should relate the theory to the
teaching context); and
• Knowledge of appropriate ways of paraphrasing, summarising and
quoting others’ work.
65
32
Sample assignments
66
3 exemplars
• Sample 1:
Genre-based – Hong Kong secondary 2
• Sample 2:
Task-based – Mainland China senior high
• Sample 3:
Outcome-based – Hong Kong pre-
secondary 1
67
33
Critique of sample assignments

• Refer to the Assessment Criteria &
Feedback Form on the Moodle
• In your small groups, critique a sample
based on the curricular approach you
intend to use
• Discuss the strengths and areas for
improvement with your groupmates.
• Be prepared to report back to the class.
68
Analysis of excerpts from

Part 1 Process of
Curriculum Design
69
34
Determining a theoretical framework

Belief
about
language,
the social
context of
language,
language
learning,
and
language
teaching
70
Conducting a needs analysis with learners
• Type of
learners
• Needs of
learners
• Sources of
information
• Methods to
gather
information
71
35
Determining outcomes and goals

The goals of English courses can
relate to one or more of the
following:
(1)Language
(2)Ideas or Content
(3)Skills and strategies
(4)Text or Discourse Type
Objectives:
• describe what the goals seek
to achieve in terms of smaller
units of learning.
• describe learning outcomes.
• provide a basis for the
organization of teaching
activities.
• describe learning in terms of
observable behavior or
performance.
• are measurable.
It would be helpful to include a
short discussion but not only
putting the goals and objectives in
a table.
72
Selecting content (scope) and Content includes

Sequencing content both the language
to be taught and the
subject matter in
which the language
is embedded.
The scope
determines what
and how much
language and
subject matter.
Sequencing
depends on what
learners acquire
along the way and
the curricular
approach chosen.
73
36
Selecting learning materials and activities
Materials and
activities are aligned
to the goals and
objectives of the
curriculum. They
translate goals and
objectives into
learning experiences
for learners.
Materials are adapted

from various sources.
Activities using
genre-based
approach and
integrating
technology use.
74
Assessing learning
Assessment
are aligned
to the goals
and
objectives of
the
curriculum.
Assessments
include both
formative
and
summative.
75
37
Designing professional development

Teachers are
ensured to have
the knowledge
and skills needed
to implement the
curriculum.
Continuing,
collaborative,
coherent and
context-based
with support from
administrators
and curriculum
designers or other
facilitators.
76

Purpose of evaluation
Audience / stakeholders
of evaluation
Tying instruction to
context
Tying learning to context
• Focus - Aspects of
learning in the course
for evaluation
• Sources of
information for
evaluation
• Tools/Methods for
gathering information
• Kinds of information
collected
• Use of information
collected
77
38
Reminders for writing Part 1 Curriculum

Design
• Discuss the key features of your curriculum design showing
understanding of the process of curriculum design model
(Christison & Murray, 2022)
• Include a summary table of the curriculum design process (in
Appendix) that highlights key stages and steps in developing
your curriculum – in point form
• Demonstrates characteristics of your chosen curricular
approach for a unit, module or short course for a specific level
of students in certain context
• Include a sample activity you develop that demonstrates your
chosen curricular approach (in Appendix)
• Refer to corresponding Appendix for illustration of your
discussion
78
Analysis of excerpts from

Part 2 Critique of Design
79
39
Genre-based • Relate the theory to the teaching
context
Approach • Address the implications of the impact
80
Genre-based
Approach
• Clearly illustrate the
possible shortcomings of
the approach
• Explicitly identify an
alternative way to address
the weaknesses
• Support the analysis with
academic sources (Badger
& White, 2000) (Emilia,
2005)
81
40
Task-based Clear justifications of the strength of the
Approach curriculum with reference to academic
sources
82
Task-based
Approach
• Clearly explain how
learner autonomy,
as a strength, is
successfully
embedded in the
curriculum
• Justify how different
learning activities
(self-assessment,
role-play, project)
empower students
to learn more
independently
• Well-supported by
relevant sources
83
41
Outcome-based Summarized the challenges of the
curriculum implementation and the
Approach reflections of the course developer
84
• Conclude the assignment by highlighting the connection

Outcome-based between the curriculum design and the selected outcome-
based approach
Approach • Use of a forward-looking approach to signal the end (i.e.,
promote collaborative work among teachers)
• Cite relevant supporting evidence to support the ideas
85
42
Reminders for writing Part 2 Critique of design
• Ample evidence of familiarity with relevant readings and very
effective organizational skills as appropriate to the assignment
• Critical evaluation of the strengths and weaknesses of your
curriculum design based on your chosen curricular approach
• Clear connections between the curriculum theories and the
critique of your curriculum design
• Indicate any alternative curriculum approach that can be adopted
to compensate for the potential weaknesses, and explain why
86
87
Designing your curriculum

Conducting peer review with a classmate who is
working on the same curricular approach and
level of students for the course assignment.
87
43
Peer review and sharing

• Go through the process in designing a
curriculum for the target students with your
chosen curricular approach using the summary
table.
• Refer to the sample activity that demonstrates
your chosen curricular approach and
• identify the goals and learning outcomes of the activity
• indicate how the sample activity demonstrates the chosen
approach and how it is relevant to the context
• indicate a strength and a weakness of your chosen sample
activity relating to the curricular approach.
➢Conduct a peer review with a partner and
discuss feedback with each other.
88
89
44
Student Feedback on Teaching

and Learning (SFTL)
90
MAAL6002 Centre for Applied English Studies, HKU
Course Aims
• The purpose of this course is to introduce key
concepts and skills in the planning,
implementation and evaluation of language
curricula for a range of teaching contexts and
situations.
• The course will help you to define key concepts in
curriculum design for both general and English
for Academic/Specific Purposes courses, and
develop and evaluate a framework for a task,
genre, or outcome-based curriculum.
91
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Learning Outcomes
We have achieved the following learning outcomes:
• define and discuss the nature and process of curriculum
design, innovation, renewal and quality assurance within
a variety of contexts
• articulate your understanding of the nature of language,
language learning/teaching, and the learner
• describe and critique various types of curricula design
including linguistic-based (esp. genre and text-based),
learner-centred (e.g., task-based), and learning-centred
(outcome-based)
• develop and critique a framework for a task-based, genre-
based or outcome-based curriculum for a specific context
92
Course and Teacher evaluations
https://sftl.hku.hk/
Please be careful when reading the scale -
93
46

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MAAL6002 Centre for Applied English Studies, HKU 1

Curriculum design and

• “Curriculum development in language

Forward, Central, & Backward

What is your starting point?

Language Activity Needs

Forward Design Central Design Backward Design

Input Process Output

Syllabus Methodology Learning outcomes

Genre-based Task-based Outcome-based

Adapting a course book

Using source books instead of course

Using technology and the internet

The process of curriculum design

The process of curriculum

Understanding the Context

2. Conducting a stakeholder analysis

3. Conducting a needs analysis with

Learner needs analysis

The process of curriculum

Developing curriculum relevant to the context

1.Determining outcomes and goals

1. Determining goals and learning outcomes

• Need to be measurable for measuring student

2. Selecting a curricular approach

3. Selecting content (scope)

May be based on these criteria:

5. Selecting learning materials and activities

• Need to align to the goals and objectives of the

7. Designing professional development

• what teachers already know and their existing

The process of curriculum

Evaluating the curriculum (impact study)

• Tying instruction to context

MAAL6002 Centre for Applied English Studies, HKU 29

Issues in curriculum evaluation

The process of curriculum design

• Types of literary texts

In English Language Teaching, GENRE may include

• Communicative events with shared set of communicative purposes

▪ Mostly use an integrated curriculum

Communicative Purposes of Genre

Teachers let learners understand how to relate the text to other

• Teach specific registers

• Scaffolding; enable learners:

Systematic Functional Linguistic

Too prescriptive: Teacher-intervention of

Without explicit instruction (less guided

Should allow for individual variation

TASK-based Language Learning

MAAL6002 Centre for Applied English Studies, HKU 46

What is a ‘communicative task’?

MAAL6002 Centre for Applied English Studies, HKU 47

• need knowledge about language

• need the ability to use language to achieve

• use language as an instrument to participate in

• Have meaningful interaction with the target

• Process and cycle language naturally

Centre for Applied English Studies, HKU

Notes to Curriculum Designers

Advantages of TASK-based Approach

MAAL6002 Centre for Applied English Studies, HKU 52

Projects = extension of tasks