Week 1 PPT2 Beliefs Narrated

Beliefs : 

Beliefs Articulate beliefs about: (a) language, (b) the social context of language, (c) learning and learners, (d) teaching, and (e) how faith impacts pedagogy and your philosophy of education.

Curriculum Development in Language Teaching Richards (2001) : 

Curriculum Development in Language Teaching Richards (2001) Ch. 1 The Origins of Language Curriculum Development Ch. 2 From Syllabus Design to Curriculum Development

From Method to Syllabus Design to Curriculum Development : 

From Method to Syllabus Design to Curriculum Development A Method is a systematic set of teaching practices based on a particular theory of language and language learning Syllabus Design is the process of developing a syllabus, a document which lists the content of a course and what will be taught and tested. Curriculum Development is more comprehensive and includes the process to determine the: needs of the learners, objectives to meet the needs, a course syllabus, the course structure, teaching methods, materials, and evaluation.

Assumptions underlying early approaches to Syllabus Design : 

Assumptions underlying early approaches to Syllabus Design The basic units of language are vocabulary and grammar. All learners have the same needs. Learners needs are all language needs. The process of learning a language is determined by the textbook. The context of teaching is EFL. Does this sound familiar to anyone?

Enough of what and how to teach, what about who and why? : 

Enough of what and how to teach, what about who and why? What was missing was a consideration of the LEARNERS’ needs. So concerned about the how and what to teach, they overlooked who the learners were and why they wanted to learn a given language. It was out of this concern that English for Specific Purposes (ESP) emerged in the 1970s, which lead to register and discourse analysis. Rather than developing courses around analysis of Language, ESP developed courses around analysis of LEARNERS’ NEEDS. CLT also developed in response to learners’ needs.

Designing Language Courses Graves (2000) : 

Designing Language Courses Graves (2000) Ch. 1 A Systems Approach Ch. 3 Articulating Beliefs

Designing a course… : 

Designing a course… involves being explicit. Graves (2000) states, “Writing a textbook forced me to be explicit about what I knew and believed about how people learn languages, in ways that had been implicit in my teaching up to then” (p.1). is messy. She believes course design process has no hierarchy or sequence. You may begin and end anywhere. is organic and the parts are interconnected. Changing one aspect affects the others. is a work in process. Not only do your students change, but you and your field change, so it never ends.

Articulating Beliefs : 

Articulating Beliefs Stern’s (1983,1992) Framework + a spiritual component: Your View of Language Your View of the Social Context of Language Your View of Learning & Learners Your View of Teaching Your faith and its impact on pedagogy and philosophy of education, if appropriate