Presentation Top 3. Principles

Language Curriculum Design
PRINCIPLES
Grace
Ananda
2020083008
PBI
The principles have been divided into three
groups.
Content and Sequencing
1. Frequency
2. Strategies and autonomy
Content and
Sequencing
format and
presentation
3. Spaced retrieval
4. Language system
5. Keep moving forward
monitoring and
6. Teach ability
assessment 7. Learning burden
8. Interference
Content and Sequencing
1. A language course should provide the best possible coverage of language in use through the
inclusion of items that occur frequently in the language, so that learners get the best return for
their learning effort.
2. A language course should train learners in how to learn a language, so that they can become
effective and independent language learners.
3. Learners should have increasingly spaced, repeated opportunity to give attention to wanted
items in a variety of contexts.
4. The language focus of a course needs to be on generalisable features of the language system.
5. A language course should progressively cover useful language items, skills and strategies.
6. The teaching of language items should take account of the most favourable sequencing of
these items and should take account of when the learners are most ready to learn them
7. The course should help the learners to make the most effective use of previous knowledge.
8. The items in a language course should be sequenced so that items which are learned together
have a positive effect on each other for learning, and so that interference effects are avoided.
If a course contains a mixture of high- and low-frequency items that does not
give the best available return for learning effort, a teacher may wish to do the
following things :
1. Include all the high-frequency items which are at the appropriate level for the
learners.
2. Ignore or pass quickly over the low-frequency items that have been included.
If these items are likely to be included in an external exam, quickly teach
appropriate ways of dealing with them in the exams.
3. Provide substantial amounts of practice of the high-frequency items both in
and out of class.
Format and Presentation
1. As much as possible, the learners should be interested and excited about learning the language and they
should come to value this learning.
2. A course should include a roughly even balance of the four strands of meaning-focused input, language-
1. Motivation focused learning, meaning-focused output and fluency activities.
2. Four strands 3. There should be substantial quantities of interesting comprehensible receptive activity in both listening and
3. Comprehensible reading.
input 4. A language course should provide activities aimed at increasing the fluency with which the learners can use
4. Fluency the language they already know, both receptively and productively.
5. Output 5. The learners should be pushed to produce the language in both speaking and writing over a range of
6. Deliberate learning discourse types.
7. Time on task
6. The course should include language-focused learning in the sound system, vocabulary, grammar and
8. Depth of processing discourse areas.
9. Integrative
7. As much time as possible should be spent using and focusing on the second language.
motivation
10. Learning style 8. Learners should process the items to be learned as deeply and as thoughtfully as possible.
9. The course should be presented so that the learners have the most favourable attitudes to the language,
users of the language, use of the language, the teacher’s skill in teaching the language and their chances of
success in learning the language.
10. There should be opportunity for learners to work with the learning material in ways that most suit their
individual learning style.
The format and presentation part of the inner circle represents the
format of the lessons or units of the course, including the techniques
and types of activities that will be used to help learning. This is the
part of the course that the learners are most aware of. It is important
that it is guided by the best available principles of teaching and
learning.
Monitoring and Assessment
• Ongoing needs and

environment analysis
• Feedback
1. The selection, gradation, presentation and assessment of the material in a language course
should be based on a careful consideration of the learners and their needs, the teaching
conditions, and the time and resources available.
2. Learners should receive helpful feedback which will allow them to improve the quality of their
language use.
The monitoring and assessment part of the inner circle represents
the need to give attention to observing learning, testing the
results of learning, and providing feedback to the learners about
their progress. It is often not a part of commercially designed
courses. It provides information that can lead to changes at most
of the other parts of the curriculum design process.
Using the List of Principles
1. It can be used to guide the design of language teaching courses and lessons.
2. It can be used to evaluate existing courses and lessons.
3. It can be used to help teachers integrate and contextualise information gained from keeping up
with developments in their field. For example, when reading articles from journals such as
TESOL Quarterly, Language Learning, Applied Linguistics or RELC Journal, teachers can try
to decide what principle is being addressed by the article and how the article helps in the
application of a principle.
4. It can provide a basis for teachers to use to reflect on their practice and professional
development. It may provide a basis for action research within their classrooms. It can help
them answer questions like “Is this a good technique?”, “Should I use group work?”, and “Do
my learners need to speak a lot in class?”.
5. It can act as one of many possible reference points in teacher training courses.
Thank you

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Language Curriculum Design

Content and Sequencing

• Ongoing needs and

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