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These languages were of a compulsory nature, since they were believed to be the purest language or the purest form of language, and students were not required to follow a specific curriculum but maintained a syllabus that included literature. -
This methodology provided the idea that Greek and Latin language learning needed to be studied together from and into a source language.
Here, grammar and vocabulary exercises were frequent but the oral and listening skills were not taken into account. -
At this time the curriculum was an equal or similar to the design of a syllabus, which is why this era is known as the "pre-Method era" because it was quite experimental. The language did not have a relevant value in communication because its objective was to obtain culture and therefore its main idea was that through learning, knowledge of past cultures such as the Roman and the Greek was retaken.
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Latin grammar was taught by means of a more rote learning of grammatical rules, declensions and conjugations. Students were persuaded to learn this language but were always motivated by information from a past civilization. -
The IPA consolidated universal phonetic transcriptions to the sounds of all languages across history, relevant to the curriculum design of the era, since it allowed foreign teachers to practice at a more standardized perspective. -
Languages became part of the curriculum and for the first time Latin and Greek were the only languages in the curriculum and students could learn French, Spanish, German, Spanish and Italian. -
Memorization was applied to speaking, here Pendergast proposed the "first curriculum" which sought to teach students the basic structural patterns of the language. This was the beginning of the communicative approach. -
Stated that there was only one major skill to be focused on, reading. As a result, students were able to nurture their "secondary" skills
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Structural approach teaches to learn sentences in a systematic manner which involves the structure, sequencing and pattern arrangement of a words to make a proper and complete sentences with meaning (Richards, 2002)
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Proposed and popularized by Berlitz; it brought higher attention to (at that time) communicational skills. The instructor was often native, and was encouraged to use the source language as little as possible.
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Starting in 1969, this era revolutionized the curriculum design in languages. Languages now had philosophies and communicational goals; institutions seek for more compelling ideas to integrate values and methodologies. This era saw the begining of private language institutions, offering multiple methodologies, one of which we still regonize today-Berlitz, advocating for the direct method.
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First statutory National Curriculum for Languages was created, in England; followed by Germany, France, and Italy. This cirruculum brought with him the mandatory inclusion of a foreign modern language. -
To insure that the language that is being taught is realistic, all the words and sentences must grow out of some real situation or imagined real situation
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Material is presented in dialoge form. There is no dependence on mimicry, memorization of set phrases, and ovelearning. Structural patterns are taught using repetitive drills.
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Education across languages needed to strenghen the literacy competences of students. Curricula here inicluded materials that improved the literary skills of the learners; this made evidence of the delivery of literary works that were both modern and classic. -
Based on the idea that learning language successfully comes through having to communicate real meaning
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Impulsed by the ideas of Wilkins, gave national curricula most of the flexibility in curricular design we know today. At this stage schools were offered the possibility to follow independent pedagogical structures as long as they adhered to the standards in curricula. -
Krashen’s Input Hypothesis. Stating that a learner can learn a language following the same steps a baby does: little to non-existent grammar, and a huge amount of language from a communicational standpoint. This theory brought the beginning of some of the pre-naturalist movement. -
Impulsed by the principles in methodology for language teaching MLT, thanks to the ideas brought by Blunkett, it stated that students needed to bridge the gap dividing education and future labor (from students to workers). -
This period is marked by the integration of organization and conceptualization. The former relates to the creation of activities, situations, and materials that relate to the needs of the learners. The later, refers to the formulation of objects and ideas. Now, ICT’s show this integration much more clearly; the curriculum is now a reflection of the procedures of the student (Richards, 2002)
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Policies and standardizations became tighter. Institutions began to focus on the development of the four skills of communication, most of these ideas were popularized thanks to the CEFR (1991), their recommendations were widely adopted in Europe, and saw for the first time in history, cohesion among different countries’ curricula.
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launched in 1991 during a major Council of Europe symposium organised in Rüschlikon in co-operation with Swiss authorities. The CEFR showed precise documentation regarding the competences and skills of a langauge learning at a levelled perspective. The CEFR was quickly accepted as the most important standard for reference accross the western world. -
This reform made schools follow the direction of the recently created CEFR document, making the communicative competences a common practice. It was centered in the idea that learner's skills were a subject of improvement if viewed individually. -
Based on observation and interpretation of how learners acquire both first and second languages in non-formal settings. Such methods reject the formal (grammatical) organization of language as a prerequisite to teaching.
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Impulsing the idea of the 21 century skills, the UNICEF made mantarory the devlopment of the following skills: Critical thinking, problem solving, reasoning, analysis, interpretation, synthesizing information.This was the first humanist approach that mingled with the skills for the future jobs. -
Impused classes through zoom, skype, and google classroom. Curricula was surprised by this catastrophic event. Making the majority of institutions inmediately move into the digital side of education. Many insitutions failed at mimicring traditional curricula; now the curricula's new goals were to feel integrative, a part of the next step.
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