Curriculum Design Project

EDML 614: Multilingual Curriculum Development and Assessment

Dr. Michelle Bedeker

October 31, 2022

Presenters: Munira, Aizat, Anara, Assel N.

 TABLE OF CONTENTS

01 03
Role of the teachers &
Curriculum theory
Curriculum ideology & orientation
learners
Aligned with theories

02 04
Second language
4 language skills
acquisition theory
SLA theories prevailing in
the curriculum
 Analyzed curriculum

City Aqtobe

School Nazarbayev Intellectual School

(NIS) of Physics and Mathematics

Grade 9

Subject English as a Foreign Language

 Curriculum ideology & orientation
➢ No holistic approach;
➢ No centralized curriculum theory;
➢ Only scattered traces of particular ideologies & orientations portrayed in the
learning objectives, unit names, and/or activities.

Social reconstructivism Scholar academic &

Learner-Centered & self-
& social reconstruction academic rationalism
actualization
(humanistic)
 Second Language Acquisition Theories
Innatist Cognitive Theory (Johnson, 2022)
Social Constructivism
Cognitivist Theory (Gonza, 2015)

Constructivism
 How Do Learners Acquire a Second Language?

existing knowledge of the general learning universal

native language strategies properties of language

1 22 3
(Garza, 2015)
 Innatist Cognitive Theory
- Learners are invited to analyze language,
notice patterns, deduce rules, etc.
- Learning a language involves internal
representations that regulate and guide
performance.
- Automatic processing activates certain nodes
in memory when appropriate input is present.
- Memory is a large collection of nodes.
- Controlled processing is not a learned
response. It is a temporary activation of
nodes in a sequence.
- Skills are learned and routinized.
Cognitivist Theory
- Cognitivists view the role of feedback in the
learning process as important for affective
reasons, but non-influential in terms of
modifying or altering the sequence of
development.
- Make knowledge meaningful and help
learners organize information and relate to
existing knowledge.
- Emphasis on structuring, organizing,
sequencing.
- Feedback guides and supports accurate
mental corrections
Examples in the curriculum:
 11. Science and Technology (Content with language)

Key Learning Objectives: Language

Content
9.R3 understand the detail of an argument 9.L6 deducetexts
in extended meaning
on a from
rangecontext
of in unsupported extended talk
9.C4 evaluate and respond constructively to on a wide range of general and curricular topics
familiar general and curricular topics, including some extended texts
feedback from others
9.R5 deduce meaning from context in extended 9.L8 texts
beginontoa range
recognise inconsistencies in argument in extended
of familiar
9.C7 develop and sustain
general a consistent
and curricular argument
topics talk on a growing range of general and curricular subjects
when speaking or writing 9.S3
9.UE10 use present continuous forms and pastexplain and justify
continuous, theira own point of view on a range of
including
general and curricular topics
9.C9 use growing variety
imagination of passive
to express forms, on a range of familiar general and
thoughts,
curricular
ideas, experiences topics
and feelings 9.S6 link comments with growing flexibility to what others say at
sentence functions
9.UE13 use a variety of modal forms for different and discourse level in pair, group and whole class
and a limited
exchanges
number of past modal forms including should/shouldn’t have to express
regret and criticism on range of familiar general and curricular
9.S7 use appropriate topicssubject-specific vocabulary and syntax to
talk about an increased range of general and curricular topics
 Significant features of constructivism:

The learner is an
information constructor
learning is an active, New information is
constructive process linked to to prior
ning knowledge
u c t mea on
nstr sed
n er s co d i n g ba
lear derstan ledge
un ow
and ri or kn
the curriculum should p
be learner-centered
Opportunities to Learners actively
construct or create their
discover new information own subjective
representations of
objective reality
 Social constructivism

Johnson (2022):
- The context affects the individual
- The individual influences the
context
- Scaffolding
- The zone of proximal development
- Working in groups, discussing and
negotiating
- Exteriorising learning strategies

Social constructivism is a form of cognitive constructivism that emphasises the collaborative nature of
much learning. Vygotsky believed that social and cultural influences crucially influence intellectual development,
and was particularly interested in the role of language and social interaction. He also thought that play and
imagination were important to development and learning.
 Gaps
- Learners’ prior knowledge do not always considered
in the curriculum;
Cognitivist - The need for activities that are capitalize the
formation of new ideas and concepts based upon
prior knowledge and experiences.

- Learners can fall behind due to the more

individualized curriculum than a traditional
standardized curriculum;
Constructivist - Since learners construct their own vision and
knowledge, they might have difficulties in group/pair
works.
- Feedback

- The environment and context greatly influences the

Social Constructivist language development; however, NIS curriculum
cannot be implemented in all school settings.
ROLES OF THE TEACHER AND THE
LEARNER
aligned to the different
theories

● How these roles are

reflected in the
curriculum
● What are the gaps in this
curriculum?
 CONSTRUCTIVIST
TEACHER’s role LEARNER’s role
a facilitator, a guide ● at the center of the learning process;
● no longer a passive recipient of
knowledge
EXAMPLES IN THE
CURRICULUM
(P) In pairs, learner Students read all four (or five) articles
(P, f) In pairs, learners
comes up with the name and choose the one they are the most
come up with their own comfortable with. After that a teacher
of a hobby for each sentences using phrasal asks a number of questions to the
letter of the alphabet. verbs. individual learner. Questions vary
depending on students’ preferred lexile
level.
 Constructivist alignment
★ Scaffolding and
differentiation
as a facilitator
role of the
teacher
★ Meeting the
needs of the
learner and
providing
appropriate
learning
opportunities
 SOCIAL CONSTRUCTIVIST
TEACHER’s
LEARNER’s role
role
● to construct their knowledge through their
● a facilitator, a guide who emphasizes
interaction with their social and physical
the importance of culture and context environment and by reflecting on their
in forming understanding experiences.
EXAMPLES IN THE
CURRICULUM
(P, G, f) Allow learners to check their (W) Are there any hobbies that are
Aim: developing answers in pairs to encourage more particularly popular in Kazakhstan?
intercultural awareness communication. Two pairs could then Why is that? Consider:
through reading and become a group to double check. This · geography
discussion ensures maximum communication · weather
and valuable sharing of ideas. · availability
· history
 Social constructivist alignment

★ The adaptation of the content of

learning to the local, Kazakhstani
context so that learner can
acquire and analyze
corresponding knowledge

★ Teacher focuses on pair and

group works for the maximization
of the socialization inside
classroom
 INNATIST COGNITIVIST THEORY
TEACHER’s
LEARNER’s role
role
● Instructional approach:The ● actively try to analyze the
Natural Approach situations where the application
● to provide meaningful contexts to of the rule would be appropriate
encourage demonstration of the rule. and to make sense of data
EXAMPLES IN THE
CURRICULUM
Allow learners to personalise their Giving time to each writing stage
The learners come to vocabulary notebook using pictures, allows learners to become familiar
understand the rule from spider maps, drawings, cartoons, with the stages. Eventually, this
the examples and translation in L1 and L2 etc. Memory will become automatic. Some
continued practice. works better if there are more learners will have met these
connections; memory works less well stages before in earlier Grades,
if there is just a simple list. but these may be new to some
learners.
 Innatist cognitivist alignment

★ Teacher focuses on creating

continued practice for
achievement of natural language
skills

★ Learner focuses on making sense

of this practice
 GAPS IN TEACHER’S AND LEARNER’S
ROLES
1. Teacher’s and learner’s roles
are not always explicitly indicated
in the curriculum
(all theories, but mainly constructivist)
 GAPS IN TEACHER’S AND LEARNER’S
ROLES

2. There is only small amount of

interaction outside classroom
(social constructivist, constructivist)
 Teaching strategies (TS) + SLA
Some teaching strategies observable in the curriculum are consistent with SLA approaches:
Constructivism + Social Constructivism + Innatist Cognitivist. Teaching follows the principles of
Learner-Centered and humanistic orientations of curriculum. The following are the
characteristics of classroom management and practices that fit these theories:

Student-centered interactive New knowledge is created in Learners create knowledge

relation to the learner's pre- and learning
learning environment, building on
existing knowledge.
what the student already knows. collaboratively

Learners construct meaning only Various types and forms of

Working in groups is a way to
through active engagement with
increase one‘s knowledge through
the world (such as experiments
interactions between both novice
or real-world problem solving).
and advanced learners.
differentiation techniques are used
(including learning styles)
Carefully assigning group membership;
using a grading structure that
incorporates individual, group, and
peer evaluation assessment.
 Are these characteristics reflected in the curriculum and lesson organization?

Element 1: aligned with the goal of Social

Constructivist approach
W = whole class
Carefully assigning group membership;
using a grading structure that incorporates G = group work
individual, group, and peer evaluation assessment. Use of
Formative P = pair work
Assessment
I = individual work
Manifested in Content-
related Learning Objectives E = learner experiment
(C) D = teacher demonstration
9. Content feedback
f = supports formative
● C4 evaluate and respond constructively to feedback from assessment
others
● C5 use feedback to set personal Learning objectives
 Let us find out if these features are observed in teaching L2
skills.
Listening Writing
Certain features of TBLT are The skills are usually embedded; not
visible - Activities for Pre- presented in a linear fashion adhering to
All 4 skills are
task - during task - post task the principles of (CLT)
stages are organized taught interlinked
effectively as appropriate to as they happen in
the Kazakhstani context of real life
learning.

Reading Speaking
 Listening
Pre-task
(Exposure to the task)

During
task
(doing,
reporting)

Peer, group evaluation-

formative assessment
These activities
conform to the Post task:
principles of Social Form-focused instruction
constructivist Implicit grammar instruction
approach
 Listening cont’d
Cognitivist approach:
Jigsaw listening demand
cognitive (auditory and visual
processing) and higher order
thinking skills such as
comparing, analyzing, making
up HOT questions;

Constructivist strategy embedded:

learners are encouraged to
demonstrate knowledge gained
through independent work.
Writing as a way to consolidate and
produce knowledge.
Social constructivist
Afterwards each group summarizes acquired
approach: information about the video and illustrates it
collaborative learning as a process. The groups are to exchange their
writings for peer evaluation.
 Reading
At the beginning of term 1,
Constructivist approach
students identify their LEXILE
reading level for the purposes of:
Learner-centered ● Individualized learning
orientation ● Differentiation

promotes learners’
Cognitivist & social
discovery and research
constructivist
skills.
approach
Fosters cooperative
learning
 Reading cont’d
Activities stimulating meaningful outside-the-classroom learning:

1. Reading for pleasure: special mini-unit

Learner-centered & Humanistic
orientation;
Constructivist +
● aimed at consolidating knowledge gained during the unit &
Social constructivist approach students’ independent learning;
Cognitivist ● Differentiation:
1) Sts are provided with an opportunity to select a book suiting their
own preference and interests (fiction or non-fiction)
2) T suggests a variety of reading texts which reflect Learning
objectives covered during the UNIT and help with vocabulary
acquisition.

● Presentation to peers/whole class - demonstration of Public

speaking skills - elevate confidence - affirm identity.
 ❏ SS choose a wide range of
texts:
Advertisement, include
advertisements, leaflets,
booklets, film posters

❏ Promoting trilingual policy:

student read in L1 and L2
(Kazakh and Russian) and
express thoughts about the
text in English i.e transfer of
comprehension skills from
native to target language

Collaboration with school or local

library: Taking learning outside the
classroom & exposing students to
real life experiences
Writing: 2. Exercise and Sport (Content with language)

Constructivist learning:
● Elicits prior knowledge. New knowledge is
created in relation to the learner's pre-
existing knowledge.
● Differentiation by task is provided;

Constructivist + Social
constructivist:
Meaningful learning experience;
Peer assessment and formative
feedback
 Writing cont’d

Translating knowledge Exercise diaries

obtained to real life skills and Ask learners to keep an exercise diary for a
habits week. They should record daily any physical
exercise activities they have done that day, for
how long, and how hard or easy the exercise
was.
Learners bring their diaries to class the
following week and compare and contrast the
Cognitivist strategy: types and amounts of exercise they have
done.
 Speaking
constructivist + social constructivist approaches can be observed
in the strategies that are recommended for developing sts communicative skills.
Humanistic
orientation
9.S8 recount extended stories and events on a feature:
growing range of general and curricular topics
Social
Pre- learning: constructivist
(G, f) Learners say what they know about: SLA theory:
sports personalities learning by
cooperating
sports teams
minor sports with peers;

in Kazakhstan such as the cycling team, Team

Astana, football etc.
 Grammar

Included in the aims under “UE”

(Use of English)

Taught mostly inductively and implicitly:

● Embedded as appropriate in tasks

devoted to other 4 skills
● Teachers are expected to elicit
grammar through video clips, audio
etc;
● Flipped classroom technique is
frequently used.
 The overall concept of teaching strategies encompasses:
Displayed in the use of:
● Scaffolding strategies
● Differentiation techniques:
adapting content, tasks and
end products to meet the levels
of learners.
Humanistic orientation + learner-centered ideology
● word level support: visuals; realia, word banks;
spelling lists, bilingual dictionaries; glossaries;
translations of key content vocabulary
● sentence level support: visuals with usually more
than one image; sentence starters; substitution
tables; sentence gap-fills
● text level support: language frames; model texts
or diagrams, visual organisers; breaking text into
smaller chunks.
 Ideal
curriculum
framework
Our ideal curriculum framework

Curriculum SLA Teacher’s and Teaching

theory theory learner’s roles strategies

01 02 03 04

Learner-centered
curriculum ideology
One holistic Awareness of Strategies that
the roles and bring out Social
with the elements theory constructivist +
of Social Cognitivist +
more
reconstructivism socialization Constructivist +
Constructivist + Social Cognitivist learning
ideology and interaction
constructivist theories

www.presentationgo.com
 Our ideal curriculum theory

Learner-centered Social
Our ideal
curriculum ideology Reconstructivism
curriculum
curriculum ideology
ideology
Individuals
+
society
Needs & concerns of Needs & concerns of
individuals society
 Our ideal curriculum theory
personal development critical consciousness

Self-actualization Social reconstruction

(humanistic) curriculum curriculum orientation
orientation
Our ideal debates,
curriculum judgment,
students’ interests orientation arguing

controversial social
issues
memory

decision-making problem-solving
Cognitive curriculum
orientation

critical thinking
 Ideal curriculum theory elements
Activities Questions
Group work & Higher-order and lower-
human values order thinking skills

Extramural
Teaching
English
Differentiation
Social interaction
and scaffolding
outside the classroom
Relevance of our curriculum model to Kazakhstan

Soviet legacy of rote learning >

SHIFT individualized approach & students’
personal needs

XXI century Soft skills development & competitive

nation
GLOBALIZATIO English as a source and a solution
N
One explicitly stated and organized
STANDARD model of curriculum for both urban &
rural areas
 Our ideal SLA theory
Traditions and Language
(Language with content)

- use speaking and listening skills to solve

problems creatively and cooperatively in
Social
groups; Constructivist
- respect differing points of view;
- evaluate and respond constructively to
feedback from others;
- organise and present information clearly to Cog
niti Cons
others; vi s truct
t ivist
- develop intercultural awareness through
reading and discussion;
- use imagination to express thoughts, ideas,
experiences and feelings;
Teacher’s and learner’s roles implications for ideal
curriculum
All three theories: Social constructivist:

➔ Both teachers and ➔ Provide more opportunities for

students should social interaction (teacher)
know their roles in ➔ Construct your knowledge on
the learning process many more input sources than
only classroom, connect your
learning process with real life
(student)
 Implications emerged from the analysis for the ideal
curriculum
● Being mindful of trilingual
(multilingual context) policy, Sts
should be given an opportunity to
choose to read in the language
(L1/L2, L3) they prefer.
Demonstrate full linguistic repertoire in
Reading, Writing and Speaking.
● Integrating 4c (culture) component
With more focus on Kazakhstani culture - using
teaching materials about kazakhstani context
● Differentiation by learning styles;
● Routinize research skills-based lessons in
conjunction with Independent Project
allowing learners to find answers by themselves
through discovery.
● Reinforcing research skills by connecting
learning with engaging students in outside
the classroom experiences:
e.g. Visiting museum where students could
describe the theme-related item (clothing)
demonstrating their knowledge (subject specific
Constructivist vocabulary)
+Social Extension:
Constructivist Writing: asking them to write a report or make a
presentation of the cultural item they have seen
+ Cognitivist and investigated.
approaches
enhanced ● Promoting functional literacy
skills:
e.g. How to use online dictionaries to
search up unknown words. T may provide
necessary scaffolding to develop searching
skills. This in turn would be a way to build
sts’ independent searching skills.
 Implications for teaching L2 skills for the ideal curriculum

Reading
Reading for pleasure, while a good idea
and opportunity inviting students to
read with pleasure, more specific
strategies building cognitive skills
should be incorporated into the
teaching resources. E.g: organizing
information in the form of graphic
organizers such as mind map etc
Writing
Teacher may get students to develop
their own criteria to assess peer’s work
critically; using peer evaluation and
feedback could also promote speaking
skills and contribute to meaningful
communicative learning.

Grammar
Speaking
More form focused instruction
involve more creative and meaning-
(e.g explicit grammar input) may
based activities other than debates to
be needed considering
enhance students’ problem solving
Kazakhstani learners’ learning
skills ;
styles.
REFLECTION
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 References
Garza A. E. (2015). Second Language Acquisition. [PowerPoint slides]. Texas A&M University-Kingsville.
https://slideplayer.com/slide/4582080/

Johnson M. (2022). Second Language Acquisition. [Video Presentation].

https://moodle.nu.edu.kz/pluginfile.php/427605/mod_resource/content/1/Second%20language%20acqui
sition%20theories.mp4

Schiro, M. (2013). Introduction to the curriculum ideologies. M. Schiro Curriculum Theory: Conflicting
Visions and Enduring Concerns , 1-13.
Tanrıverdi, B., & Apak, Ö. (2014). Pre-service teachers’ beliefs about curriculum orientations. Procedia-
Social and Behavioral Sciences , 116, 842-848. https://doi.org/10.1016/j.sbspro.2014.01.308

https://www.researchgate.net/publication/231952049
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HE_SECOND_LANGUAGE_LEARNING