scholarly journals The TATE model: a curriculum design framework for language teaching

ELT Journal ◽  
2020 ◽  
Author(s):  
Jason Anderson
Keyword(s):  
Curriculum Design ◽  
Language Teaching ◽  
Design Framework

The TATE model: a curriculum design framework for language teaching

ELT Journal ◽  
2020 ◽  
Vol 74 (2) ◽  
pp. 175-184 ◽  
Author(s):  
Jason Anderson
Keyword(s):  
Language Learning ◽  
Skill Acquisition ◽  
Curriculum Design ◽  
Language Teaching ◽  
Order Theory ◽  
Natural Order ◽  
Design Framework ◽  
Analysis Task ◽  
Implicit And Explicit ◽  
Implicit And Explicit Learning

Abstract This article proposes a curriculum design framework for instructed additional language learning comprising four phases: Text, Analysis, Task, Exploration (TATE). The framework is argued to be compatible with both natural order theory and skill acquisition theory through its ability to integrate meaning-focused tasks within a task-supported approach to language teaching that allows for both implicit and explicit learning processes to occur. It is presented as an integrated skills model consistent with contemporary research on the learning of both lexis and grammar, recognizing the importance of both written and spoken language practice during tasks. Evidence of current trends in global coursebook design is presented to support the framework from a sociocultural perspective. I argue that the framework is potentially compatible with CLIL and project-based approaches to language learning, but caution that the model is not presented as universally applicable; as such it is offered as a tool in the curriculum designer’s and teacher’s ‘toolbox’ for planning courses and curricula.

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.

scholarly journals From Context to Curriculum: A Case Study of Communicative Language Teaching in China

2002 ◽  
Vol 19 (2) ◽  
pp. 67 ◽  
Author(s):  
Guangyong Sun ◽  
Liying Cheng
Keyword(s):  
Curriculum Development ◽  
Curriculum Design ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Teaching Methodology ◽  
Teaching Program ◽  
Preliminary Stage

This article discusses the implementation of communicative language teaching methodology in the EFL context in one institution in China. The context and curriculum development of the English teaching program at Private Pui Ching Commercial College is used here as a case study. The article suggests that a preliminary stage of context-based communicative curriculum development is necessary. Such a preliminary stage aims to investigate first the context of an English language teaching program, and then the process of adapting the program to its context for implementation. A framework for such a context investigation is proposed. Three key questions regarding the integration of the context study into curriculum design are also discussed.

Achieving equivalence: a transnational curriculum design framework

2015 ◽  
Vol 21 (4) ◽  
pp. 364-376 ◽  
Author(s):  
Angela Clarke ◽  
Terry Johal ◽  
Kristen Sharp ◽  
Shayna Quinn
Keyword(s):  
Curriculum Design ◽  
Design Framework

scholarly journals Multilingual English Language Teaching in the Philippines

2021 ◽  
Keyword(s):  
Curriculum Design ◽  
English Language ◽  
English Education ◽  
Native Speaker ◽  
Language Teaching ◽  
The Philippines ◽  
English Language Teaching ◽  
Design Assessment ◽  
Attitudes And Practices ◽  
Diverse Context

In English language teaching (ELT) circles, the English used in the Philippines is traditionally labelled as ESL. However, that label, including the attitudes and practices that it brings, does not accurately capture the complex language situation in the country. In this article, we argue that English education in the Philippines does not account for the multilingual and linguistically diverse context of use in the country. We argue that monolingual perspectives and approaches in ELT continue to dominate the field. Issues of language variation, the existence of varieties of English, and the reality of translanguaging practices are not addressed. From curriculum design, assessment policies and practices, to classroom teaching, ELT in the Philippines persists in taking a one-size-fits-all approach that only privileges so-called ‘native speaker’ norms. English in the Philippines is best characterized as Englishes. Although an educated Philippine variety of English exists (Bautista, 2008), it cannot be concluded that this is the variety of widespread use across the archipelago. The language situation of the Philippines is complex, thereby eluding labels and categories that only betray a nativespeakerism perspective and a monolingual bias. We argue that Englishes in the Philippines are more appropriately approached as ENL, ESL, and EFL. The implications of these categorizations on ELT in the country are discussed in this paper.

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.

scholarly journals Supplementary speaking materials using task based language teaching for primary school in Yogyakarta context

2019 ◽  
Vol 2 (1) ◽  
pp. 77
Author(s):  
Retno Baskoro Wulan
Keyword(s):  
Curriculum Design ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Needs Analysis ◽  
Fifth Grade ◽  
Language Curriculum ◽  
Young Learners ◽  
Fifth Grade Students ◽  
Speaking Skill ◽  
English Speaking

This research is aimed to develop supplementary speaking materials for fifth grade students. Belonging to educational research and development (R&D), this research employed a simplified six steps of Borg and Gall’s model (1983). The six steps are as follow (1) conducting needs analysis, (2) constructing course grid, (3) developing course grid based on the combination of the 2006 Curriculum (KTSP) and the result of the needs analysis for young learners. The English speaking material was designed based on the principles of Language Curriculum Design proposed by Nation & Macalister (2010) and task-based language teaching proposed by Willis (2003) (4) the tryout of the course grid to the fifth grade students at SD Kanisius Ganjuran Bantul, (5) evaluation and revision of course grid by the experts, and (6) final product. The finding shows that the product relies much on pertaining KD of the 2006 Curriculum and the teacher expected that the students need to improve speaking skill since they have opportunity to speak English. English speaking materials are in line with student’s wants who are young learners. The strengths of this product help students to improve their speaking skill especially the vocabularies, the language function used in spoken language. The tasks can fascinate the students on teaching and learning process of English lesson.

scholarly journals Constructive Alignment of Graduate Capabilities: Insights from Implementation at a Private University in Malaysia

2018 ◽  
Vol 15 (Number 2) ◽  
pp. 111-142
Author(s):  
Lok Boon Thian ◽  
Foong Peng Ng ◽  
Joo Ann Ewe
Keyword(s):  
Curriculum Design ◽  
Implementation Strategies ◽  
Private University ◽  
Analysis Data ◽  
Research Approach ◽  
Second Phase ◽  
Design Framework ◽  
Constructive Alignment ◽  
Pilot Implementation ◽  
One Year

Purpose – The purpose of this study is to formulate a curriculum design framework, to test it and learn through pilot implementation, in order to systematically embed the graduate capabilities in the curricula, leveraging on Biggs’ constructive alignment framework. This paper aims to report the outcome of a study lasts for one year supporting a university’s curriculum transformation project. Methodology – Guided by the research objectives of this study, the research approach is action research. More specifically, benchmarking visit was used for the first phase, the design phase, to propose a suitable curriculum design framework. Pilot implementation was used during the second phase. Two programmes from two faculties were selected. Data was collected through observation, interview and document analysis. Data was analysed through on-going analysis and final reflection. Findings – This study presents a more detailed and practical curriculum design framework to support the development of graduate capabilities leveraging on Biggs’ constructive alignment framework. The key challenges faced and proposed strategies are consistent with existing studies. However, this paper argues for stronger emphasis on communicating compelling reason for change. This study reinforces that the process of constructive alignment remains challenging due to the iterative process of alignment at programme and module levels. Significance – This paper has expanded Biggs’ constructive alignment operational framework by offering more detailed and practical steps to ensure curriculum design effectively supports the development of graduate capabilities. The insights are especially useful for young universities with limited experience and yet have the ambition to transform its curriculum to develop institution-wide graduate capabilities leveraging on Biggs’ constructive alignment framework. The insights are useful for improving countries’ policy and implementation strategies too.

Sign in / Sign up

Export Citation Format

Share Document