The College of New Jersey Department of Special Education, Language and Literacy

1. The College of New Jersey Department of Special Education, Language and Literacy ESLM 58701CURRICULUM, METHODS, & ASSESSMENTFOR ESL/BILINGUAL EDUCATION Spring, 2011

2. OVERVIEWOF LANGUAGE CURRICULUM • Historical Overview • Development of SLA theories • Curriculum Framework • Curriculum Development Process • Different Language Learning Programs • Elements of Language Curriculum • Language Teaching Methodologies • Sheltered Instructional Observation Protocol

3. Curriculum Development • What knowledge/skills students must learn • What activities should be included to help students learn • How should teaching/learning be planned, measured, and evaluated

4. BASIC QUESTIONS FOR LANGUAGE CURRICULUM Why do we need a curriculum? When did people start to use curricula? What are the curriculum theories and practice? Who usually controls the curriculum? What are the functions of a curriculum? What are the current issues in curriculum? What is a language curriculum? What is an ESL/Bilingual Curriculum? How to develop a curriculum based on SIOP?

5. CURRICULUM PIONEERS • Franklin Bobbits • The Curriculum (1918) was considered the first curriculum textbook • Educational Goal: in the interests of efficiency and eliminating waste. Apply industry standard to school curriculum. • Theory: scientific management to productivity in industry • Curriculum design: developed prior to instruction/imposed • Scope and sequences: come from what successful adults know and can do • Children’s role: neglected • Teacher’s role: a manager • School: an agent of social reproduction. Schooling matches the existing social norm and economic order.

6. CURRICULUM PIONEERS • John Dewey • My Pedagogical Creed (1929); Lab School in Chicago • Educational Goal: the growth of experience of the individual. • Theory: coordination of psychological and social factors in education • Curriculum design: an outcome of the interaction among students, materials, and teacher/jointly planned • Scope and sequences: gradual differentiation of unity of social life • Children’s role: start on the experience of the children • Teacher’s role: a guide • School: an integral part of community life, an instrument for social reform.

7. CONTEMPORARY VIEW • Educational Goal: • Theory: • Curriculum design: • Scope and sequences: • Children’s role: • Teacher’s role: • School:

8. Approaches to Curriculum Design • Humanism • Reconstructionism • Progressivism

9. HISTORICAL REVIEW OF CURRICULUM • Classical Humanism In Curriculum Design • Focus on: the knowledge about language • Method: grammar translation approach, teacher/instruction centered

10. Grammar Translation Method19th Century • Focused on translating texts from one language to another • Emphasis on reading and writing • Works with classical languages such as Latin but does not support modern initiatives in language instruction

11. HISTORICAL REVIEW OF CURRICULUM 2.Reconstructionism In Curriculum Design Focus on: practical aspects of education and promote ability to communicate Purposes: offer social changes through education, bring equal value of all citizens, promote intra/international understanding through effective communication Method: function-notion approach Structure: diagnoses of needs--formulation of objectives--selection of contents--organization of content--selection of learning experiences--organization of learning experiences-- determination of what to evaluate & the ways of doing it.

12. Function-notion • Transition between grammar translation and communicative methods • Still had heavy focus on grammar • Began addressing speech acts (the speech itself represents an action being accomplished e.g. I’m sorry)

13. HISTORICAL REVIEW OF CURRICULUM 3. Progressivism In Curriculum Design Focus on: learning process-- Teachers are not instructors but creators of an environment in which learners learn & learn how to learn. Purposes: develop an open, speculative view of knowledge, based on an understanding of the transient nature of our current structures. Method: learner-centered approach Structure: individual growth from where through interaction with a favorable environment learning through experience, a speculative view of knowledge, natural learning process and stages of development, sensitive to the interest, rhythm, and style of learning of individual learners, the social nature of the learner and the development of healthy relationship with others on the classroom community, promoting learners' responsibility, and learning how to learn.

14. Clark, J. (1987) Curriculum Renewal in School Foreign Language Learning. Oxford UP. Table 1 Broad Outline of Value Systems Curriculum Design

15. Curriculum Renewal

16. The Foreign Language Curriculum

17. The Foreign Language Curriculum

18. The Foreign Language Curriculum

19. Curriculum Development in Language Teaching What procedures can be used to determine the content of a language program? What are learners’ needs? How can learners’ needs be determined? What contextual factors need to be considered in planning a language program? What is the nature of aims and objectives in teaching and how can these be developed? What factors are involved in planning the syllabus and the units of organization in a course? How can good teaching be provided in a program? What issues are involved in selecting, adapting, and designing instructional materials? How can one measure the effectiveness of a language program? (Richard, 2001)

20. Methods in the Last 100 Years Grammar translation (1800-1900) Direct Method (1890-1930) Reading Method (1920-1950) Structural Method (1930-1960) Audiolingual Method (1950-1970) Situational Method (1950-1970) Communicative Approach (1970-present) Sheltered Instruction Observation Protocol (present) (Revised from Richard, 2001)

21. Structural Method in the 1920s • Initial preparation • Habit forming • Accuracy • Gradation • Proportion • Concreteness • Interest • Order of progression—hearing before speaking and both before writing • Multiple line of approach (Palmer, 1968)

22. Key Elements in Curriculum Development • Vocabulary • Teachability—concrete vocab • similarity—cognates • availability—topic related e.g. classroom items • coverage—words that include meaning of multiple words e.g. seat • defining power—words that define other words e.g. container (Richards, 2001)

23. Key Elements in Curriculum Development • Grammar Simplicity and centrality Frequency (prior to the computer-based corpus this was difficult to determine) Learnability (Dulay and Burt—natural order of grammatical acquisition…nouns, verbs, adjectives, verb to be, etc.) -- Gradation Linguistic distance—construction similar in L1 and L2 Intrinsic difficulty—simple structures first Communicative need—need-based Frequency—varies from book-to-book, syllabus-to-syllabus (Richards, 2001)

24. Type of Gradation • Linear—items introduced one at a time; texts are written in this manner • Cyclical—items reintroduced throughout lesson/syllabus; teacher needs to develop material

25. PARADIGMS FOR THE CLASSIFICATION OF METHODS A. Language Centered/ Behaviorist Route   Grammar translation Audio-lingual approach Direct method Structural-Situational approach Notional-functional approach  B. Learning-Centered/ Humanistic Route   Total physical response Silent Way Community language learning Suggestopedia Communicative approach Natural approach C. Cognitive-Centered/Rationalist Route Problem-posing Phonics Whole language Cooperative learning Cognitive code method

26. PARADIGMS FOR THE CLASSIFICATION OF METHODS D. Content Area-Centered/ Academic Route   Sheltered English /SIOP Dual language instruction Language skill transfer Content-based language instruction   CALLA (cognitive academic language learning approach) E. Skill-Centered/ Integrated Route   Aural/oral Reading/writing Structure/vocabulary Integrated approach