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Language Curriculum: Mary Ann B. Divina Discussant

The document discusses principles of language curriculum design. It aims to help students become successful language learners by developing skills like critical thinking, understanding different perspectives, and active participation. The goals are to take a humanistic approach that emphasizes individual growth. Different types of language teaching syllabi are outlined like structural, situational, and task-based approaches. Key considerations for planning a language course include determining proficiency levels and selecting appropriate content, teaching processes, and outcomes. Benefits of integrating language across the curriculum are also presented.

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119 views16 pages

Language Curriculum: Mary Ann B. Divina Discussant

The document discusses principles of language curriculum design. It aims to help students become successful language learners by developing skills like critical thinking, understanding different perspectives, and active participation. The goals are to take a humanistic approach that emphasizes individual growth. Different types of language teaching syllabi are outlined like structural, situational, and task-based approaches. Key considerations for planning a language course include determining proficiency levels and selecting appropriate content, teaching processes, and outcomes. Benefits of integrating language across the curriculum are also presented.

Uploaded by

Adam Briones
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Language Curriculum

MARY ANN B. DIVINA


Discussant
What are principles underlying the
language curriculum
• The language curriculum is based on the belief that
literacy is critical to responsible and productive
citizenship, and that all students can became literate.
• The curriculum is designed to provide students with the
knowledge and skill that they need to achieve this goal.
• It aims to help students become successful language
learners, who share the following characteristics.
How to become successful language learners?

• Understand that language learning is necessary, life-enhancing,


reflective process; Communicate – that is, read, listen, view,
speak, write, and represent – effectively and with confidence;
• Make meaningful connections between themselves, what they
encounter in texts, and the world around them;
• Think critically;
• Understand that all texts advance a particular point of view
that must be recognized, questioned, assessed, and evaluated;
How to become successful language learners?

• Appreciate the cultural impact and aesthetic power of


texts;
• Use language to interact and connect with individuals
and communities, for personal growth, and for active
participation as world citizens.
What are the goals of Language Curriculum?

• 1. A behavioristic orientation considers the human species to be


passive organism, reacting to external, environmental stimuli;
• 2. A rational-cognitive orientation considers the human species
to be the source and initiator of all acts;
• 3. A humanistic orientation is concerned with each individual’s
growth and development, while emphasizing affective factors as
well.
What are the different types of language
teaching syllabi?
1.Structural (formal) Syllabus  The content of language teaching is a collection of the
forms and structures, usually grammatical of the language being taught.  Examples
include nouns, verb, adjectives, statements, question, subordinate clauses, and so on.
2. Notional / Functional Syllabus  The content of the language teaching is a collection
of the functions that are performed when language is used, or of the notions that a
language is used to express.  Examples of the functions includes: informing, agreeing,
apologizing, requesting; examples of notions includes age, size, color, comparison,
time and so on.
What are the different types of language
teaching syllabi?
3. Situational Syllabus  The content of the language teaching is a collection
of real and imaginary situations which language occurs or is used. A situation
usually involves several participants who are engaged in some activity in a
specific meeting.  The language occurring in the situation involves number of
functions, combined into plausible segment of discourse.
4. Skill-based Syllabus  The content of the language teaching is a collection
of specific abilities that may play a part using language.  Skills are the things
that people must be able to do to be competent in a language, relatively
independently of the situation or setting in which the language use can occur.
What are the different types of language
teaching syllabi?
5.Task-based Syllabus  The content of the teaching is a series of complex and
purposeful tasks that the student wants or need to perform with the language they
are learning.
6.Content-based Syllabus  The primary purpose of the instruction is to teach some
content or information using the language that the students are also learning. 
The students are simultaneously language students and students of whatever
content is being taught.  The subject matter is primary, and the language learning
occurs incidentally to the content learning.
How to plan a language course?
• It is necessary to know the level at which the program will start and the
level learners may be expected to reach at the end of the course.
• Language programs and commercial materials typically distinguish
between elementary, intermediate, and advanced levels, but these
categories are too broad for the kind of detailed planning that program
and materials development involves. For these purposes, more detailed
descriptions are needed of students’ proficiency levels before they
enter a program and targeted proficiency levels at the end of it.
What are the key questions about language content?

• 1. What elements, items, units, or themes of language


content should be selected for inclusion in the syllabus?
• 2. In what order or sequence should the elements be
presented in the syllabus?
• 3. What are the criteria for deciding on the order of elements
in the syllabus?
What are the questions about Process dimension?

• 1. How should language be presented to facilitate the


acquisition process?
• 2. What should be the roles of teachers and learners
in the learning process?
• 3. How should the materials contribute to the process
of language learning in the classroom?
What are theProduct/outcome questions?

• 1. What knowledge is the learner expected to attain by the end of the course?
• What understandings based on analyses of structures and lexis will learners
have as an outcome of the course?
• 2. What specific language skills do the learners need in their immediate future,
or in their professional lives?
• How will these skills be presented in the syllabus?
• 3. What techniques of evaluation or examination in the target language will be
used to assess course outcomes?
What are the benefits by language across curriculum?
• It helps the learners to improve their communication skill in the FL.
• It helps the students to learn the content more effectively. It helps the
learners to expand their ideas.
• It helps the learners discuss different issues in FL.
• It helps the learners to collect technical terms related to different
subjects.
• It helps the students to submit original assignments free of plagiarism.
• It opens a vast career world before the students. It helps the students
getting admitted in foreign universities. It facilitates effective self study
and refererring.
What are the benefits by language across curriculum?
• All the teachers can improve their skills in the foreign language.
• It helps the teachers teach the content Effectively in the foreign language.
• It helps the teachers make use of modern technology in his classroom
effectively
• It helps the teachers update their knowledge
• It helps the teacher give clear instructions to students in FL
• It makes the teacher encourage clarifications by learners.
• It helps the teachers manage group activities effectively.
• It helps the school to keep a common target. It enables the teacher provide
his own notes to students.
•Thank you…

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