1st Edition
Curriculum Development for Intensive English Programs A Contextualized Framework for Language Program Design and Implementation
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
Introduction
House Building Metaphor
A Contextualized Approach
A Principled Approach
Curricular Level: Program, Course, Class
Curricular Components
Putting It All Together
Chapter 2: Defining Curriculum
Introduction
Curriculum
Governing Documents and the Essential Curriculum
Envisioning the Essential Curriculum
Variations in Curriculum
Locus of Curricular Control
Chapter 3: Context and Contextual Analysis
Introduction
Context
Contextual Analysis
Methods for Contextual Analysis
Articulating Your Assumptions
Chapter 4: Governing Documents: Mission, Goals, and Objectives
Introduction
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
Introduction
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
Introduction
Contextual Synthesis
Sample Contextual Syntheses
Planning a Contextual Synthesis
Addressing Challenges Identified in the Contextual Synthesis
Chapter 7: Learning Outcomes: Design, Develop, and Implement
Introduction
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
Introduction
The House Metaphor
The Nature of Assessment
Tests
Tests and Assessments: The Program Level
Designing, Developing, and Implementing Tests and Assessments
Additional Considerations
Chapter 9: Learning Experiences: Design, Develop, and Implement
Introduction
Building a House
Learning Experiences: Design, Develop, and Implement
Chapter 10: Program-Wide Implementation
Introduction
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
Introduction
Building a House
What is Evaluation?
Evaluating the Product
Evaluating the Process
Process of Evaluation
Biography
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
