1st Edition

Curriculum Development for Intensive English Programs A Contextualized Framework for Language Program Design and Implementation

    262 Pages 51 B/W Illustrations
    by Routledge

    262 Pages 51 B/W Illustrations
    by Routledge

    This book provides a comprehensive, contextualized approach to curriculum creation, design, development, and evaluation for Intensive English Programs. The book starts by guiding the reader through the important but often overlooked steps of contextualizing their current or future language curriculum to give decision makers the full picture of what their curriculum is intended to accomplish. Subsequent chapters break down the popular ADDIE (Analyze, Design, Develop, Implement, and Evaluate) model of curricular design into meaningful units focused on learner and context analysis, learning outcomes, assessments, materials, and implementation and evaluation processes. Accessible and engaging chapters include a variety of prompts, activities, and summaries to support learning and implementation.

    With instruction on how to build a language curriculum from scratch and insights for changing or improving an existing curriculum, this book is a key resource for instructors and program administrators in language programs as well as essential reading in TESOL methods and language curriculum design courses.

    Chapter 1: A Metaphor for Curriculum and Curricular Design


    House Building Metaphor

    A Contextualized Approach

    A Principled Approach

    Curricular Level: Program, Course, Class

    Curricular Components

    Putting It All Together

    Chapter 2: Defining Curriculum



    Governing Documents and the Essential Curriculum

    Envisioning the Essential Curriculum

    Variations in Curriculum

    Locus of Curricular Control

    Chapter 3: Context and Contextual Analysis



    Contextual Analysis

    Methods for Contextual Analysis

    Articulating Your Assumptions

    Chapter 4: Governing Documents: Mission, Goals, and Objectives


    Mission Statements: Beginning with the End in Mind

    Mission Statements, the Process

    Mission Statements as Protection

    Program Outcomes

    Course Goals

    Class Objectives

    Guiding Curricular Principles: Stability, Responsiveness, and Cohesion

    Chapter 5: Learner Analysis


    Learners in the House Metaphor

    Learner Analysis

    Needs Analysis

    Resources for Conducting a Learner Analysis

    Using a Learner Analysis to Solve Programmatic Problems

    Evaluating the Learner Analysis

    Chapter 6: Contextual Synthesis


    Contextual Synthesis

    Sample Contextual Syntheses

    Planning a Contextual Synthesis

    Addressing Challenges Identified in the Contextual Synthesis

    Chapter 7: Learning Outcomes: Design, Develop, and Implement


    The House Metaphor

    From Contextual Synthesis to Learning Outcomes

    Learning Outcomes

    Designing Program Learning Outcomes

    Developing Program Learning Outcomes

    Implementing Program Learning Outcomes

    Designing Course Learning Outcomes

    Developing and Implementing Course Learning Outcomes

    Designing, Developing, and Implementing Class Learning Outcomes

    Overall Implementation

    Chapter 8: Assessment & Feedback: Design, Develop, and Implement


    The House Metaphor

    The Nature of Assessment


    Tests and Assessments: The Program Level

    Designing, Developing, and Implementing Tests and Assessments

    Additional Considerations

    Chapter 9: Learning Experiences: Design, Develop, and Implement


    Building a House

    Learning Experiences: Design, Develop, and Implement

    Chapter 10: Program-Wide Implementation


    Building a House

    Training of Facilitators

    Training of Learners

    Delivery of the product

    Strategic Implementation

    Understanding personal strengths and weakness as an implementer

    Chapter 11: Evaluation of Process and Product


    Building a House

    What is Evaluation?

    Evaluating the Product

    Evaluating the Process

    Process of Evaluation


    Grant Eckstein is Associate Professor of Linguistics and an academic coordinator at the English Language Center at Brigham Young University, USA.

    Norman W. Evans is Professor of Linguistics and former director of the English Language Center at Brigham Young University, USA.

    K. James Hartshorn is Assistant Professor of Linguistic at Brigham Young University, USA.

    Benjamin L. McMurry is Administrative Coordinator of the English Language Center at Brigham Young University, USA.

    "This is a very timely book. This book lays out the ADDIE process for curriculum construction and likens it to building a solid house in a very principled approach backed by solid examples and time-proven steps. It also recognizes and accounts for a variety of settings for the multi-faceted types of English for Specific Purposes that more and more IEPs have needed to adapt to. This book will be a great introduction to graduate students and an even better refresher for experienced language school administrators."

    --Gordon Clark, Director and Assistant Dean, Intensive English Language Institute, International Affairs, University of North Texas, USA