CURRICULUM

DEVELOPMENT AND
IMPLEMENTATION
Trend and Issues in ELT
2022
 CHAPTER 1
TEXT-BASED LANGUAGE CURRICULUM :
SOCIAL SEMIOTIC DESIGN (PETER MICKAN)
 Mickan argues that students “want participation
in authentic and purposeful tasks in lessons and
for out of class work. Students’ expectation is
that they will learn language through use-through
participation in oracy and literacy events for
knowledge building and for participation in
communities of practice.”
 Chapter 1 discusses the adoption of social
semiotic theory in language curriculum design.
The crux of the chapter looks at a curriculum
from the perspectives of language as a resource
for making meaning, and language learning as a
learning to mean with language.
MODIFICATION OF CURRICULUM
 Grammar Translation
 Situational English
 Audio-lingual program
 Audio-visual program
 Functional-notional syllabuses
 Communicative language teaching
 Task-based pedagogy
 Content-teaching: billingual, immersion and subject
specific
 Genre-based approach
 Text-based curriculum

(Mackan, 2013)
The adjustments are from decontextualized vocabulary,
grammar governed by rules of structure, to language as
functional as texts (we understand and express meanings).
LEARNERS’ LANGUAGE LEARNING AS LEARNING A SYSTEM
FOR CREATING AND EXCHANGING MEANING
 Halliday (2009) calls a language is a system
of meaning.
 A system of meaning is one by which meaning
is created and meanings are changed
(p.319).
 Language learning as socialisation. For
instance, children observe language in use,
in context, and in action.