Curriculum Development in Language Teaching

By caroacg
  • 2010s-Present: Personalized and Inclusive Curriculum
    2010 BCE

    2010s-Present: Personalized and Inclusive Curriculum

    Key Developments:
    -Incorporation of 21st-century skills (critical thinking, collaboration, digital literacy).
    -Emphasis on intercultural competence and learner autonomy.
    -Recognition of diverse learning styles and needs.
  • Key Theories Influencing Curriculum Development
    2010 BCE

    Key Theories Influencing Curriculum Development

    Behaviorism: Audio-Lingual Method.
    Constructivism: Communicative and Task-Based Approaches.
    Sociocultural Theory (Vygotsky): Collaborative and interactive learning.
  • 2000s: Integrative and Technology-Based Approaches
    2000 BCE

    2000s: Integrative and Technology-Based Approaches

    -Trends:
    Use of multimedia and digital tools in language learning.
    Blended learning and flipped classrooms.
    -Focus: Authentic communication and multimodal literacies
  • 1980s-1990s: Post-Method Era
    1980 BCE

    1980s-1990s: Post-Method Era

    -Concept: Teachers adapt methods to suit specific contexts.
    -Key Approaches: Task-Based Language Teaching (TBLT), Content-Based Instruction (CBI), and Project--Based Learning (PBL).
    -Focus: Integrating language skills with real-world applications.
  • 1970s: Communicative Language Teaching (CLT)
    1970 BCE

    1970s: Communicative Language Teaching (CLT)

    -Emphasis:
    Functional and communicative aspects of language.
    Task-based activities, authentic materials, and fluency.
    -Outcome: Revolutionized curriculum with learner-centered approaches
  • 1960s: Cognitive Code Approach
    1960 BCE

    1960s: Cognitive Code Approach

    -Inspired By: Noam Chomsky's generative grammar.
    -Focus: Language as a rule-governed system; learning involves understanding rules.
    -Shift: Encouraged meaningful learning rather than repetitive drills.
  • 1940s-1950s: Audio-Lingual Method
    1940 BCE

    1940s-1950s: Audio-Lingual Method

    -Rooted In: Behaviorist theories (Skinner) and structural linguistics.
    -Techniques: Repetition drills, dialogue memorization, and habit formation.
    -Goal: Mastery of language structures for practical communication.
    -Criticism: Overemphasis on rote learning with limited focus on meaning.
  • Early 20th Century: Direct Method
    20 BCE

    Early 20th Century: Direct Method

    -Characteristics:
    Emphasizes direct use of the target language.
    Oral interaction and listening skills are prioritized.
    No translation or explicit grammar instruction.
    -Limitations: Required highly skilled teachers and was difficult to implement in large classrooms
  • Late 19th Century: Reform Movement
    19 BCE

    Late 19th Century: Reform Movement

    -Key Figures: Henry Sweet, Wilhelm Viëtor, and Paul Passy.
    -Focus: Emphasis on phonetics and spoken language.
    -Influence: Led to a shift towards natural methods of learning languages.
  • 18th–19th Century: Grammar-Translation Method
    18 BCE

    18th–19th Century: Grammar-Translation Method

    -Focus: Learning Latin and Greek through grammar rules, vocabulary memorization, and translation of texts.
    -Purpose: To develop intellectual abilities rather than communication skills.
    -Limitations: Lack of speaking and listening practice.