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Curriculum approaches in language teaching: Forward, central and backward…

- - - - Task based language teaching
      - Dogme
      - Post-method teaching
      - The ecological classroom
  - - - Assessment > Content > Outcomes > Assessment > Content > Outcomes > Assessment
- - - - They describe the aims of a course in terms of smaller units of learning.
        
        They provide the basis for the organization of teaching activities.
        
        They describe learning in terms of observable behaviour or performance
  - - - Identify learner’s communicative needs.
        
        Develop statements of learning objectives.
        
        Identify linguistic content and skills needed to attain the objectives.
        
        Prepare course plans.
        
        Select materials and teaching methods.
  - - - Identify target tasks through needs analysis.
      - Design classroom tasks.
      - Apply TBLT methodology.
      - Identify language and other demands of the tasks.
      - Follow up language work.
  - - - Identify competencies for each topic.
        
        Group competencies into instructional units.
        
        Identify the language knowledge and skills needed for each instructional unit
        
        (e.g. the 4 skills, vocabulary, grammar).
        
        Choose instructional materials.
        
        Needs analysis
        
        Identify topics for the survival curriculum (e.g. Banking, health, shopping
  - - - • The relationship between texts and contexts
        
        • Cultural reference in text
        
        • The relationship between purposes and structures of texts
        
        • Language forms and features of texts (McKay, 2000).