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CURRICULUM DEVELOPMENT IN TEFL, Integrantes Briceño Danuska Marcapura…
CURRICULUM DEVELOPMENT IN TEFL
METHODOLOGY
The role of teacher
central component of methodology is
how teachers view their role in this process
Provider of accurate
language models
Counselor and friend
Monitor of student learning
Evaluator
How the activities, learning experiences of the
program can best be used to achieve learning.
teachers may
discuss such questions as
Have you ever gone through a
major change of teaching style?
Who does best in your classes?
What aspects of your teaching style ?
How would you describe a typical "excellent learner for the sort of teaching you do?
The role and design of
instructional materials
Types of teaching resources
Auditory Materials: voice, recording.
Still Image Materials: opaque bodies, slide projector, photographs, transparencies, overhead projector, screen.
Graphic Materials: acetates, posters, blackboard, flip chart.
Mixed Materials: music, movies.
The Role of the learners
Preferred learning activities
Approaches to learning
Patterns of learner-to-learner
interaction
Attitudes to learning
Preferred llearning styles and
strategies
Characterize effective teaching
and learning
GOALS AND OBJECTIVES
The objectives are the results that are expected to be achieved, these being Developed for the most specific descriptions.
Different types of objectives can be used in language teaching (behavior, skills and content).
Behavioral objectives
Skills-Based objectives
Content-Based objectives.
It is based on the student's environment, the conditions they live in and the conditions they will learn
It is based on what the student will learn, how much he still needs to learn or if it is difficult for him to carry out work due to internal problems
Facilitate and help the student for their comfort and learning
Processes that help the fluidity of micro-skills such as
writing
reading
speaking
listening
Nutall (1987)
the use of the rhetorical organization of the text helps the student
help the student to interpret a complex message
read in different ways depending on their purpose and the type of text
Richard (1985)
Necessary listening micro skills:
be able to make inferences as required
identify and follow the topic of a lecture
Identify the purpose and scope of a conference
students must deduce the meaning of words from the context.
Has 3 characteristics, in which the student must develop its criteria based on the competencies, resulting in the expected achievement.
They are used in curricular planning, they help teachers clarify their goals,
Facilitate the evaluation and instruction process
Highlight the skills of students to provide better performance on their part.
However, these are seen as impractical, as there are learning goals that cannot be expressed on a behavioral basis
because they tend to treat only competencies and trivialize the nature of second language acquisition.
TESTING AND EVALUATION
occupies a central role in curriculum
It is divided into four different types of tests
Diagnostic tests
aim to diagnose students’ particular learning problems
Achievement tests
measure how much of a language someone has learned in a particular course of study
Proficiency tests
are tests that measure how well a learner can use a language relative to a specific purpose
years later
criterion-referenced
the test which measures a student’s performance according to a particular standard or criterion which has been agreed upon
norm-referenced test
it is a test designed to measure how the performance of a particular student or group of students compares to the performance of another student or group
Placement tests
used to place students at an appropriate level
The main focus
is to determine whether the goals and objectives of a language program are effective
SUMMATIVE VERSUS FORMATIVE EVALUATION
Summative evaluation
the use of criteria-based achievement tests or other tests based on the program's objectives.
It can be used to support the continuation or modification of the program
formative evaluation
addresses criteria such as the suitability of the program objectives
text and materials
the effectiveness of programming and organization
teacher competence in the classroom
the selection and use of test instruments
the degree of preparation of the teachers
SYLLABUS DESIGN
Taba’s model of curriculum processes
Organization of content
Selection of learning experiences
Organization of learning experiences
Selection of content
Formulation of objectives
Diagnosis of needs
Determination of what to evaluate and means to evaluate.
Steps 3 and 4 are usually known as syllabus design
For example
The syllabus for refugees in the United States
The syllabus is planned
around
topics
competencies are listed for each topic area
Teachers are expected to teach
and to test students in and out of the program
based on the learners’ mastery of the content of the syllabus.
Malaysian Communicational Syllabus
Procedures suggested for classroom
include
role plays
simulations
various kinds of communication tasks
is a syllabus for the teaching of English
specifies
activities
tasks rather than notions, functions, grammar, or vocabularies
Language syllabus
in the twentieth century
has been fundamental in the development of language teaching practices
Concerning the linguistic content of a language program
were considered primary for
A. S. Hornby
Charles Fries
Michael West
Robert Lado
Harold Palmer
The conceptions of the nature of a curriculum
are closely related
to the vision of language
second language learning to which the designers of the curriculum subscribe
Kinds of syllabuses
Topical
organized
around
themes or topics, such as health, food, clothing
Situational
organized
around
speech settings and the transactions associated with them, such as shopping
Notional
organized
around
conceptual categories, such as duration, quantity, location
Skills
organized
around
skills, such as listening for gist, listening for specific information, listening for inferences
Functional
organized
around
communicative functions, such as identifying, reporting, correcting, describing
Task or activity-based
organized
around
activities, such as drawing maps, following directions, following instructions
Structural
organized primarily
around
grammar and sentence patterns
Integrantes
Briceño Danuska
Marcapura Rocio
Pablo Jackeline
Tejada Angie
