What English Language Teachers Need to Know Volume III: Designing Curriculum, 1st Edition (Paperback) book cover

What English Language Teachers Need to Know Volume III

Designing Curriculum, 1st Edition

By MaryAnn Christison, Denise E. Murray

Routledge

256 pages

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Description

What English Teachers Need to Know, a set of companion texts designed for pre-service teachers and teachers new to the field of ELT, addresses the key question: What do English language teachers need to know and be able to do in order for their students to learn English? These texts work for teachers across different contexts (countries where English is the dominant language, one of the official languages, or taught as a foreign language); different levels (elementary/primary, secondary, college or university, or adult education); and different learning purposes (general English, workplace English, English for academic purposes, or English for specific purposes).

Volume I, on understanding learning, provides the background information that teachers need to know and be able to use in their classroom. Volume II, on facilitating learning, covers the three main facets of teaching: planning, instructing, and assessing. Volume III, on designing curriculum, covers the contexts for, processes in, and types of ELT curricula—linguistic based, content-based, learner-centered, and learning-centered. Throughout the three volumes, the focus is on outcomes, that is, student learning.

Features

• Situated in current research in the field of English language teaching and other disciplines that inform it

• Sample data, including classroom vignettes

• Three kinds of activities/tasks: Reflect, Explore, and Expand

Reviews

“This text is a necessity as Ministries of Education are looking at adopting new curricula in their countries.” ?Dolores E. Parker, Independent Consultant, and Department of State, Regional English Language Officer (ret.), USA

“Very timely for teacher education programs in EFL settings. This text will provide prospective teachers with the theoretical and practical knowledge they need about curriculum development.” ?Aysegul Daloglu, Middle East Technical University, Turkey

“Authors Christison and Murray are well known throughout the world for their stellar contributions to the field of English language teaching. Their understanding of language curriculum issues is closely tied to their real-world experiences with curriculum design and curriculum renewal projects at their home institutions and in institutions, large and small, around the world. The real-world examples throughout [this text] will be welcomed by both pre-service and in-service teachers.” ?Fredricka L. Stoller, Northern Arizona University, USA

"The book’s many strengths include its general accessibility in terms of style and content for its target audience, and the experience of its two authors, which help this volume to successfully bridge the theory-practice divide. … A valuable handbook-type resource on topics that are fundamental to ELT." ?The TESOLANZ Journal

"This book is recommended for its readability and for its impressive breadth. It provides a very sensible and comprehensive introduction to the field of curriculum for undergraduate and novice teachers of English. For others - postgraduates, academics, professionals - it provides a solid reference point from which to delve more deeply elsewhere into the particular areas that are of interest to the reader." ?Perspectives

"Overall, Christison and Murray’s What English Language Teachers Need to Know Volume III: Designing Curriculum has three strong points. First, it is an easy-to-read and approachable book with varied examples, definitions of key terms, and a clear structure to each chapter. Second, it covers a lot of material, from the context and the development of curriculum to an introduction of 14 different types of curricula. Third, the resources within each chapter allow the book to be easily utilized in a classroom setting or in the great number of distance education TESOL courses now available." ?JALT Journal

Table of Contents

Brief Contents

Preface

Acknowledgements

Part I: Contexts for ELT Curricula

1 The Nature of Curriculum Design

2 Social, Political, and Historical Contexts

3 The World of ELT

4 Technological Context

Part II: Key Processes in Curriculum Design

5 The Cycle of Curriculum Design

6 Using Curriculum to Connect Lessons, Courses, and Programs

7 Quality Assurance and Curriculum

Part III: Linguistic-based Curricula

8 The Structural Approach

9 The Notional-Functional Approach

10 The Academic Language Functions Approach

11 A Genre and Text-based Approach

12 A Vocabulary Approach

13 A Skills-based Approach

Part IV: Content-based Curricula

14 The Integration of Content and Language

15 Topical and Situational Approaches

Part V: Learner Centered Curricula

16 A Negotiated Curriculum

17 A Humanistic Curriculum

18 A Task-based Curriculum

Part VI: Learning Centered Curricula

19 Outcome-based Education

20 Competency-based Curriculum

21 Standards-based Curriculum

About the Authors

MaryAnn Christison is Professor, University of Utah, Department of Linguistics and the Urban Institute for Teacher Education, USA.

Denise E. Murray is Professor Emerita, Macquarie University, Australia and Professor Emerita, San José State University, USA.

About the Series

ESL & Applied Linguistics Professional Series

This series provides essential texts on teaching English as a second language and applied linguistics. It includes authored and edited volumes to be used as primary or supplementary texts in graduate-level and teacher training courses to enhance students’ and practicing teachers’ professional qualifications and knowledge. Each text is designed to promote the current and growing body of knowledge in applied linguistics and second language teaching, including advances in teacher education and the study of language.

Specifically, the series includes, but is not limited to, current uses of applied linguistics research in teaching a variety of second language skills, such as reading, writing, speaking and listening; materials and curriculum design; literacy; English for academic purposes; and research methods.

The texts also deal with broad domains of professional preparation related to socio-cultural perspectives and current issues/topics in teaching and learning a second language.

Books in the series benefit not only students, but experienced teachers, curriculum developers, teacher trainers, program administrators, and other second and foreign language professionals seeking to advance and update their knowledge and expertise.

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDU000000
EDUCATION / General
EDU005000
EDUCATION / Bilingual Education
FOR007000
FOREIGN LANGUAGE STUDY / English as a Second Language
LAN010000
LANGUAGE ARTS & DISCIPLINES / Literacy