Options in a task-based language-teaching curriculum

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Rod Ellis
Keyword(s):  
Design Process ◽  
Curriculum Design ◽  
Language Teaching ◽  
Environmental Constraints ◽  
Language Pedagogy ◽  
Education Literature ◽  
Educational Curriculum ◽  
Curriculum Models ◽  
Teaching Curriculum ◽  
Teaching Situations

Abstract I draw on the education literature to describe four educational curriculum models, which serve as a basis for presenting four TBLT curricula based on the proposals of Prabhu (1987); Willis (1996), Long (1985, 2015a, 2015b) and myself (Ellis, 2003 and 2019) – all of which have figured in the development of TBLT. I propose a set of questions that can be used to evaluate these models. I then turn to examine the curriculum design process, identifying options in TBLT curricula that are available at each stage of the process. I point to a tension that exists between what SLA theory indicates is needed and what environmental constraints make feasible and conclude with a plea for flexibility by weighing up which options are appropriate in different teaching situations. I also summarize how I see TBLT benefitting from adopting a broad education perspective that includes critical language pedagogy.

Critical language pedagogy

2021 ◽  
pp. 1-18
Author(s):  
Graham V. Crookes
Keyword(s):  
Social Justice ◽  
Second Language ◽  
Critical Pedagogy ◽  
French Revolution ◽  
Language Teaching ◽  
World War Two ◽  
World War ◽  
Radical Pedagogy ◽  
Language Pedagogy ◽  
Teaching Curriculum

There are long and diverse strands of thinking about how schools and schooling, teaching, curriculum, and learning could be conceptualized and developed so as to foster what is often loosely called social justice. Many of these strands go back (in Europe) at least to the French Revolution. The original term that encompasses this area is ‘radical pedagogy’ (that is to say, a pedagogy suitable for radicals or radical purposes; cf. Crookes, 2009). Emerging out of this area in the post-World War Two era, one version of this thought and practice that has become somewhat influential in language teaching is ‘critical pedagogy’, and ‘critical language pedagogy’ (CLP) is a key term used to refer to applications of the concepts of critical pedagogy to second language (L2) contexts.

scholarly journals Culture and complexity through English as a lingua franca: rethinking competences and pedagogy in ELT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Will Baker
Keyword(s):  
Intercultural Communication ◽  
Intercultural Competence ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Lingua Franca ◽  
Language And Culture ◽  
Language Pedagogy ◽  
Nation States ◽  
Meaningful Category

AbstractEnglish as a lingua franca (ELF) research highlights the complexity and fluidity of culture in intercultural communication through English. ELF users draw on, construct, and move between global, national, and local orientations towards cultural characterisations. Thus, the relationship between language and culture is best approached as situated and emergent. However, this has challenged previous representations of culture, particularly those centred predominantly on nation states, which are prevalent in English language teaching (ELT) practices and the associated conceptions of communicative and intercultural communicative competence. Two key questions which are then brought to the fore are: how are we to best understand such multifarious characterisations of culture in intercultural communication through ELF and what implications, if any, does this have for ELT and the teaching of culture in language teaching? In relation to the first question, this paper will discuss how complexity theory offers a framework for understanding culture as a constantly changing but nonetheless meaningful category in ELF research, whilst avoiding essentialism and reductionism. This underpins the response to the second question, whereby any formulations of intercultural competence offered as an aim in language pedagogy must also eschew these simplistic and essentialist cultural characterisations. Furthermore, the manner of simplification prevalent in approaches to culture in the ELT language classroom will be critically questioned. It will be argued that such simplification easily leads into essentialist representations of language and culture in ELT and an over representation of “Anglophone cultures.” The paper will conclude with a number of suggestions and examples for how such complex understandings of culture and language through ELF can be meaningfully incorporated into pedagogic practice.

scholarly journals Factors Affecting the Implementation of Communicative Language Teaching in Taiwanese College English Classes

2011 ◽  
Vol 4 (2) ◽  
pp. 3 ◽  
Author(s):  
Ming Chang ◽  
Jaya S. Goswami
Keyword(s):  
Curriculum Design ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Local Context ◽  
Policy And Practice ◽  
Factors Affecting ◽  
College English ◽  
English Classes ◽  
Asian Pacific ◽  
Situational Constraints

Foreign language teaching in many Asian-Pacific countries in recent decades has shifted toward communicative-focused instruction. However, researchers have reported a gap between policy and practice. To incorporate teachers’ voices in adopting the communicative approach in the curriculum, this study explores factors that promote or hinder EFL teachers’ implementation of Communicative Language Teaching (CLT) in Taiwanese college English classes. The findings indicated that the factors that impacted implementation of CLT related to teachers, students, the educational system, and suitability of CLT in the local context. Also, certain situational constraints were found to hinder the implementation of CTL. The article provides practical recommendations for teachers, educators, and policy makers to further improve teacher training, curriculum design, and situational constraints to ensure success in implementing the CLT approach.

Didactics, methodology or post-method pedagogy. Terminological highlights in the conceptualisation of language leaning and teaching

2021 ◽  
Vol 29 (1) ◽  
Author(s):  
Siylvia Velikova ◽  
◽  
◽  
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
Academic Discipline ◽  
Language Education ◽  
Theory And Practice ◽  
Learning And Teaching ◽  
Language Pedagogy ◽  
Teaching Language ◽  
Key Terms

This article investigates the meanings of key terms used to describe the theory and practice of language learning and teaching as an academic discipline and as a field of enquiry. The study discusses various manifestations of terminological variability and analyses four of the most frequent terms (methodology of language teaching, language didactics, language pedagogy, language education) which reveal the nature of language learning and teaching and its conceptualisation in the current “post-method” era.

Transformative Curriculum Design

2015 ◽  
pp. 40-102
Author(s):  
Colleen M. Halupa
Keyword(s):  
Program Evaluation ◽  
Best Practices ◽  
Curriculum Design ◽  
Health Program ◽  
Health Sciences ◽  
Curriculum Mapping ◽  
Program Outcomes ◽  
Curriculum Models ◽  
Transformative Curriculum ◽  
Objective Outcome

This chapter discusses the principles of transformative curriculum design to include: curriculum models, objective outcome creation, scaffolding of curriculum, curriculum mapping, linkage of assessment to objectives and objectives to program outcomes, program evaluation and strategies for curriculum design including technology. In addition, some recent best practices in health program curriculum design are presented as well as emerging models. Last, some specific designs related to health sciences curriculum and programs are presented.

Context and Participation

2018 ◽  
pp. 49-66
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
Activity Theory ◽  
Design Process ◽  
Curriculum Design ◽  
Participatory Design ◽  
Teaching And Learning ◽  
First Century ◽  
Student Experiences ◽  
Opposing View ◽  
Twenty First Century ◽  
Programs Of Study

Programs of study are an important interface between student and institution. The program curriculum, as the architecture of learning experiences greatly influences the learning environment and the students' experience of the institution. Despite the recent institutional concern about program quality and significant investment in making positive change to teaching and learning, there is evidence of little change in curriculum design processes. Programs are frequently faced with challenges of criticisms, poor student experiences and opposing view points about what should and should not be done. The present chapter develops a conceptualisation of the program level curriculum design process, with the intent of contributing to evolving approaches of program level curriculum design which meet the demands of the twenty first century. The conceptualisation of program level curriculum design presented in the chapter brings together key ideas from the literature including curriculum models, capacities for the twenty first century learners, activity theory and participatory design.

Transformative Curriculum Design

2017 ◽  
pp. 439-487
Author(s):  
Colleen M. Halupa
Keyword(s):  
Program Evaluation ◽  
Best Practices ◽  
Curriculum Design ◽  
Health Program ◽  
Health Sciences ◽  
Curriculum Mapping ◽  
Program Outcomes ◽  
Curriculum Models ◽  
Transformative Curriculum ◽  
Objective Outcome

This chapter discusses the principles of transformative curriculum design to include: curriculum models, objective outcome creation, scaffolding of curriculum, curriculum mapping, linkage of assessment to objectives and objectives to program outcomes, program evaluation and strategies for curriculum design including technology. In addition, some recent best practices in health program curriculum design are presented as well as emerging models. Last, some specific designs related to health sciences curriculum and programs are presented.

Linguistics, language teaching objectives and the language learning process

2020 ◽  
Vol 1 (1) ◽  
pp. 34-43
Author(s):  
Henry Widdowson
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Language Teaching ◽  
Primary Objective ◽  
Frame Of Reference ◽  
Learning Objective ◽  
Language Pedagogy ◽  
Linguistic Description ◽  
Teaching Objectives

Abstract Linguistics has always been taken as the authoritative frame of reference for how language is represented as a pedagogic subject, and as approaches to linguistic description have changed so accordingly have approaches to language teaching. But the purposes that determine what aspects of language are to be abstracted as relevant for linguistic description do not correspond with those of language pedagogy. What linguistics provides are ways of specifying what is to be taught as the eventual learning objective in relative disregard of the learning process, a process that it is the essential purpose of pedagogy to promote. An alternative to this customary objective driven approach, would be to focus not on acquiring competence in a particular and separate L2 but on extending the general capability for using language as a communicative resource that learners have already acquired in their L1. Such an approach effectively makes the primary objective of pedagogy the development of the learning process itself.

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