Curriculum-Approaches-in-Language-Teaching

As an 'ecology'.

Bruner (1966) and Stenhouse (1975).

Different assumptions about the nature of second language learning and the role of instruction.

Planning and development stages carried out by specialists in various areas.

It helps teachers analyze their methods and adapt their planning.

A central design approach, focusing on activities and teaching procedures first.

Learners are a heterogeneous group, each contributing to discussions and learning.

Cuisenaire rods and pronunciation charts.

Teaching that is not based on a specific method or pre-determined syllabus, but on the teacher's individual understanding and experience.

Assessment of learning (achievement testing).

Engaging learners in meaningful interaction and communication.

Through participation in specific learning and social contexts and engaging in particular activities.

An approach that emphasizes conversational interaction and uses only resources brought by teachers and students, rather than a pre-planned syllabus.

Teachers visualize lessons as clusters of activities rather than following organized formats.

It does not impose an external syllabus but nurtures students' in-built language-learning mechanisms.

Forward design focuses on specific inputs and outputs, while central design emphasizes meaning-making and participation.

It emerges from the interactions between the learner's expressed communicative intentions and the teacher's reformulation.

The syllabus or language focus is not pre-planned; it emerges from interaction.

It does not start with a linguistic syllabus but focuses on learner engagement.

It is based on layers of assumptions, experiences, and knowledge.

Learning is seen as a problem-solving, creative process of discovery.

Teachers did not naturally think about planning in the organized formats they were taught.

They should be unpredictable and not anticipated in detail.

The teacher's conceptualizations of language, practical knowledge, learners' needs, and the teaching context.

The primary focus is on meaning, with an information gap and an outcome beyond mere language display.

As active participants in shaping their own learning.

To create their own curriculum in the classroom.

Authentic and adapted oral and written subject matter materials.

The selection of teaching activities, techniques, and methods.

Curriculum should not be designed on a pre-specification of behavioral objectives.

As an outcome of teaching and learning rather than a predetermined input.

Questions about opportunities for participation, shared understanding, and role configurations.

Less emphasis on syllabus specification and more on methodological principles.

To develop general language ability rather than the ability to use language in specific contexts.

Focuses should arise out of language in use rather than precede them.

Scott Thornbury.

As 'progressivism' and an example of a process approach to the curriculum.

Mastery of grammar and vocabulary, and the ability to use language fluently and accurately.

It emphasizes methodology as the starting point in course planning.

Forward design is concerned with observable outputs, while central design focuses on learners as creators of meaning.

Tyler (1949) and Taba (1962).

Well-developed syllabuses, either grammatically based or communicative.

Co-operative, task-based, experiential, and project-based learning.

What they want their learners to do during the lesson.

The activities, needs, and emergent purposes of the learner.

Struggling to follow the prescribed linear forward-planning model.

The essence of a curriculum, focusing on what happens in classrooms.

Assessment for learning, where teaching and assessment inform each other.

Goals are stated in general terms, focusing on basic personal communication skills.

There is no need for clearly defined outcomes or objectives.

As opportunities for meaningful action rather than a system of inputs and outputs.

The use of inquiry processes such as investigation, decision-making, and critical thinking.

Learning processes, classroom participation, and the roles of teachers and learners.

The elaboration of a detailed language syllabus or specification of learning outcomes.

It rejects pre-determined syllabuses and focuses on classroom activities.

A specification of learning outputs.

The desired results or outcomes of learning.

The potential for mismatch between different components of the curriculum.

Experiential and holistic, emerging from interaction and negotiation.

To make resources available and guide learners towards affordances that support their goals.

It views the classroom as a community of learners where interactions and experiences drive the teaching-learning process.

To improve teaching and learning, not just to measure it.

Learning evolves through interaction and participation within specific social contexts.

He was skeptical of its role, believing it may narrow sensitivity in teaching.

They employ primary pedagogical tasks as the basis for classroom instruction.

A process involving assessment, content, and outcomes.