LING 409: Curriculum Design and Teacher Development in Language Education
Aims & objectives
This module focuses on two main areas of language teaching professional practice, i.e., on the one hand, curriculum development (involving the evaluation and design of teaching materials, syllabuses, courses, and so on), and, on the other, the related concern of how learning by language teachers of new teaching approaches and so on can best be facilitated. Both areas of work are informed by the study of concepts concerning the context of English language education and the innovation implementation process, as well as their practical implications. The overall aim of the module is to provide an introduction to the theory, research and practice involved in designing and implementing effective systems for student and teacher learning.
- Module introduction
- Curriculum design: basic principles
- Needs analysis
- Materials design
- Syllabus design and use
- Materials evaluation and adaptation
- Teacher learning
- Teacher learning activities
- Observation and feedback on teaching
- Teacher training course design
- Module conclusion
A 5,000 word written assignment.
Burns, A. & J. C. Richards (eds.) (2009). The Cambridge guide to second language teacher education. Cambridge: Cambridge University Press.
Carter, R. & D. Nunan (eds.) (2001). The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press.
Holliday, A. (1994). Appropriate methodology and social context. Cambridge: Cambridge University Press.
Markee, N. (1997). Managing curricular innovation. Cambridge: Cambridge University Press.
McGrath, I. (2002). Materials evaluation and design for language teaching. Edinburgh: Edinburgh University Press.
Richards, J. C. (2001). Curriculum development in language teaching. New York: Cambridge University Press.
This course is taught in Term 2