1st Edition

The Routledge Handbook of Language Education Curriculum Design

Edited By Peter Mickan, Ilona Wallace Copyright 2020
    332 Pages 24 B/W Illustrations
    by Routledge

    332 Pages 24 B/W Illustrations
    by Routledge

    Curriculum design options cover a continuum from regional and school-based programs to national and international frameworks. How does policy speak to practice? What have teacher-researchers discovered through in-classroom studies? Where do you begin to describe or measure ‘effective’ language education curriculum design?

    The Routledge Handbook of Language Education Curriculum Design presents a comprehensive collection of essays on these issues by 31 established practitioners and new researchers. Informed by experienced scholarship and fresh studies, this handbook shares international perspectives on language education from policy and curriculum to teacher training and future directions.

    The handbook addresses language education curriculum design across five sections:

    • Language curriculum design: perspectives, policies and practices

    • Designs across the curriculum

    • Curriculum designs in language education

    • Curriculum resources, evaluation and assessment

    • Teacher education, research and future projects

    With contributions from Australia, Brazil, Indonesia, Switzerland, Timor-Leste and more, the handbook represents the breadth of research into and the global implications for sound language education curriculum design. It considers equally the needs of students and policy makers from urban metropolises and remote communities. It is designed to reinvigorate discussions about education policy, curriculum management and the role of teacher-researchers.


    Chapter 1 — Language education curriculum design: voices for uncertain times

    Peter Mickan and Ilona Wallace

    Section 1: Language curriculum design: perspectives, policies and practices

    Chapter 2 — Freedom and authority, success and failure in Australian education: disruptive designs in curriculum policy and practice

    Peter Mickan and Ilona Wallace

    Chapter 3 — From policy to practice: How context and contestation shape the implementation of Timor-Leste’s language education curriculum

    Laura Ogden

    Chapter 4 — Curriculum design and English Without Borders (Brazil)

    Elaine Maria Santos and Rodrigo Belfort Gomes

    Section 2: Designs across the curriculum

    Chapter 5 — Grammatics for ameliorating reading comprehension skills: a social semiotic approach

    Hesham Alyousef

    Chapter 6 — The implementation of content and language integrated learning in Spain: strengths, weaknesses, opportunities and threats

    María Luisa Carrió-Pastor

    Chapter 7 — Knowledge about (English) language across the curriculum in EAL and CLIL contexts

    Marianne Turner

    Section 3: Curriculum designs in language education

    Chapter 8 — Language and literacy education in remote Indigenous schools: the pedagogic roundabout

    Bronwyn Parkin and Helen Harper

    Chapter 9 — A university reading and writing course for indigenous students: a permanency policy in the field of languages and literacies

    Bruna Morelo and Camilla Dilli

    Chapter 10 — Translanguaging the curriculum: a Critical Language Awareness Curriculum for silenced Indigenous voices

    Nina Carter, Denise Angelo and Catherine Hudson

    Chapter 11 — English language teaching goes CLIL: fostering literacy and language development in secondary schools in Spain

    Ana Halbach

    Section 4: Curriculum resources, evaluation and assessment

    Chapter 12 — Transformative curriculum design: functional linguistics applied in text-based teaching

    Peter Mickan

    Chapter 13 — Textbook analysis and design: social semiotic and communicative perspectives

    Irma Kuci

    Chapter 14 — Grading and gathering evidence in Swiss elementary and lower secondary school English language classrooms

    Laura Loder Buechel and Karine Lichtenauer

    Chapter 15 — Connecting worlds: Linguistic landscapes as transformative curriculum artefacts in schools and universities

    Donna Starks, Shem Macdonald, Howard Nicholas and Jana Roos

    Section 5: Teacher education, research and future projects

    Chapter 16 — Enacting a content-based vocational English (VE) curriculum in an Indonesian secondary school

    Handoyo Puji Widodo

    Chapter 17 — A cross-linguistic and multilingual pre-service teacher education program: insights from the Innsbruck Model of Foreign Language Teacher Education (IMoF)

    Barbara Hinger, Eva M Hirzinger-Unterrainer and Katrin Schmiderer

    Chapter 18 — Building a curriculum to teach English to young learners in Brazil: a constructive-collaborative experience

    Ana Paula de Lima and Samuel de Souza Neto


    Chapter 19 — Curriculum design in language education: Research, evaluation and renewal

    Peter Mickan


    Peter Mickan is Visiting Research Fellow (Applied Linguistics) in the Faculty of Arts at the University of Adelaide, and Director of the Adelaide Research Institute (Adelaide Education Group) in South Australia. He established and managed the postgraduate applied linguistics program at the university (2000–2013). Theoretically, his work is based on Halliday’s language as a social semiotic and learning as socialisation experiences. The theory frames his studies in curriculum design, languages pedagogy, academic literacies, language and literacy, workplace communication, German language revival and language assessment.

    Ilona Wallace is an editor and writer based in South Australia, with professional interests in educational resources and education policy. She holds an MA in applied linguistics from the University of Adelaide.