Hostname: page-component-cb9f654ff-lqqdg Total loading time: 0 Render date: 2025-08-24T11:13:08.574Z Has data issue: false hasContentIssue false
  • English
  • Français

Changing Directions in Language Curriculum Design

Published online by Cambridge University Press:  19 November 2008

Elite Olshtain
Get access Rights & Permissions [Opens in a new window]

Extract

Language syllabus or curriculum design is a constantly changing and continuously expanding sub-field of applied linguistics, as pointed out by Yalden (1987). In its historical development it has drawn, on the one hand, upon general syllabus design, and on the other hand upon relevant fields in applid linguistics such as: language teaching methodology, second language acquisition research, and language planning and policy making. The interaction with these fields of specialization has enriched the process of curriculum design and made it senstive and responsive to needs on the one hand and to research and evaluation on the other.

Information

Type
Language Pedagogy
Information
Annual Review of Applied Linguistics , Volume 10 , March 1989 , pp. 135 - 144
Copyright
Copyright © Cambridge University Press 1989

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

UNANNOTATED BIBLIOGRAPHY

Breen, M. P. 1989. The evaluation cycle for language learning tasks. In Johnson, R. K. (ed.) The second language curriculum. Cambridge: Cambridge University Press. 187–206.CrossRefGoogle Scholar
Breen, M. P. and Candlin, C. N.. 1980. The essentials of a communicative curriculum in language teaching. Applied linguistics. 1.2. 89–112.CrossRefGoogle Scholar
Breen, M. P. and Candlin, C. N. et al. , 1989. The evolution f a teacher training programme. In Johnson, R. K. (ed.) The second language curriculum. Cambridge: Cambridge University Press. 111–135.CrossRefGoogle Scholar
Brown, J. D. 1989. Language program evaluation: A synthesis of existing possibilities. In Johnson, R. K. (ed.) The second language curriculum. Cambridge: Cambridge University Press. 222–241.CrossRefGoogle Scholar
Low, G. 1989. Appropriate design: The internal organization of course units. In Johnson, R. K. (ed.) The second language curriculum. Cambridge: Cambridge University Press. 136–154.CrossRefGoogle Scholar
Nunan, D. 1989. Hidden agendas: The role of the learner in programme implementation. In Johnson, R. K. (ed.) The second language curriculum. Cambridge: Cambridge University Press. 176–186.CrossRefGoogle Scholar
Rutherford, W. E. 1987. Second language grammar: Learning and teaching. London: Longman.Google Scholar