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w4 - Book Summary

The document discusses various curriculum ideologies, including academic rationalism, social and economic efficiency, learner-centeredness, social reconstructionism, and cultural pluralism, highlighting how societal needs and competing interests shape educational goals. It emphasizes the importance of clear aims and objectives in curriculum planning, particularly in language education, and critiques competency-based approaches for potentially trivializing complex learning. Additionally, it addresses the significance of nonlanguage outcomes and the integration of cultural perspectives in language programs.

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3 views

w4 - Book Summary

The document discusses various curriculum ideologies, including academic rationalism, social and economic efficiency, learner-centeredness, social reconstructionism, and cultural pluralism, highlighting how societal needs and competing interests shape educational goals. It emphasizes the importance of clear aims and objectives in curriculum planning, particularly in language education, and critiques competency-based approaches for potentially trivializing complex learning. Additionally, it addresses the significance of nonlanguage outcomes and the integration of cultural perspectives in language programs.

Uploaded by

Thuỷ Tiên
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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The ideology of the curriculum

 Curriculum goals are shaped by societal needs and planners' beliefs.


 Competing interest groups influence curriculum focus and content.
 Different groups advocate for various knowledge and values in education.
 Five curriculum perspectives highlight diverse roles of language in
education.

Academic rationalism (chủ nghĩa duy lý)


 Schools aim to impart major cultural achievements and knowledge.
 Classical humanism promotes broad intellectual capacities through
traditional languages.
 Foreign languages are taught for cultural understanding, not just
communication.
 Academic rationalism has led to a two-tier education system favoring
elites.
 The debate on cultural literacy reflects ongoing relevance of academic
rationalism.

Social and economic efficiency


 Curriculum planning is based on societal needs and task analysis.
 Bobbitt's factory metaphor emphasizes practical skills in education.
 Economic needs justify English teaching in a knowledge-based economy.
 Shift from academic rationalism to socioeconomic efficiency in language
teaching.
 Critics (nhà phê bình) argue this approach reduces knowledge to mere
skills and objectives.

Learner-centeredness
 Constructivism (xu hướng tạo dựng) emphasizes active learning and
personal knowledge construction.
 Dewey highlights the importance of reconstructing prior knowledge for
growth.
 Learner-centered curricula focus on individual experiences and practical
learning.
 Language teaching prioritizes process over product, fostering learner
autonomy.

Social reconstructionism
 Schools should empower students to address social injustices (bất công)
and inequalities.
 Curriculum focuses on knowledge and attitudes promoting care and
tolerance.
 Critical pedagogy encourages exploration and resistance against
oppressive (đàn áp, áp bức) systems.
 Critics question the feasibility of enacting change within existing
structures.

Cultural pluralism (thuyết đa nguyên)


 Intercultural competence is essential in foreign language education.
 Bilingual approaches are advocated in multicultural societies.
 The curriculum reflects political judgments and societal values.
 Identifying and reflecting on underlying values is crucial in curriculum
planning.

Aims
 Aims define the general changes a program seeks in learners.
 They guide teaching, learning, and material development.
 Singapore's English teaching aims emphasize effective communication
and critical thinking.

A course for hotel employees


 Aims focus on developing specific communication skills for hotel staff.
 Needs analysis informs the creation of relevant course objectives.

Planning goals and learning outcomes


 Aim statements should focus on learner changes, not just activities.
 Clear aims enhance instructional focus and learner outcomes.

Objectives
 Objectives specify detailed changes a program seeks to achieve.
 They facilitate planning and provide measurable outcomes for
accountability.(trách nhiệm giải trình)
 Objectives should be precise and relevant to the learning context.

Competency-based program outcomes


 CBLT emphasizes learning outcomes over content or process.
 It emerged in the 1970s and gained acceptance in adult ESL programs.
 Competencies are defined as collections of skills and knowledge for
performance.

THE NATURE OF COMPETENCIES


 Competencies consist of units with specific knowledge and skills.
 The Australian Migrant Education Program uses a competency-based
approach.
 Competencies are detailed with performance criteria and assessment
tasks.
CRITICISMS OF THE USE OF COMPETENCIES
 Competencies may trivialize (tầm thường hoá) complex activities and
promote passive citizenship.
 Critics argue for alternative curriculum ideologies (hệ tư tưởng) that
empower learners.
 Competencies can be useful for specific task-oriented programs.

The standards movement


 The 1990s saw a push for national educational standards across curricula.
 Standards describe competencies students should achieve in various
subjects.
 ESL educators developed standards to ensure inclusion in the standards
movement.

Nonlanguage outcomes and process


objectives
 Nonlanguage outcomes address personal, social, and cultural needs of
learners.
 They are essential for meaningful engagement in language learning.
 Process objectives focus on inquiry and critical thinking skills
development.

Learning how to learn


 Objectives include developing study skills and taking responsibility for
learning.

Language and culture


 Language programs should foster understanding of cultural perspectives.
 Course planning is closely tied to learning outcomes and cultural
awareness.

Discussion questions and activities


 Questions explore limitations of practical skills focus and learner-
centeredness.
 Activities encourage rewriting aim statements and developing
competencies for specific tasks.

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