Transcription of Curriculum Approaches in Language Teaching
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Curriculum Approaches in Language Teaching
473293. 2013. JournalRichards Article RELC Journal 44(1) 5 33. Curriculum Approaches The Author(s) 2013. Reprints and permission: sagepub. in Language Teaching : DOI: Forward, Central, and Backward Design Jack C. Richards University of Sydney, Australia; RELC, Singapore Abstract The development and implementation of Language Teaching programs can be approached in several different ways, each of which has different implications for Curriculum design. Three Curriculum Approaches are described and compared. Each differs with respect to when issues related to input, process, and outcomes, are addressed. Forward design starts with syllabus planning, moves to methodology, and is followed by assessment of learning outcomes. Resolving issues of syllabus content and sequencing are essential starting points with forward design, which has been the major tradition in Language Curriculum development. Central design begins with classroom processes and methodology.
Language teaching has reflected a seemingly bewildering array of influences and direc-tions in its recent history, some focusing on syllabus issues (e.g. corpus research), some Corresponding author: ... alizing the notions of ‘general English’, or ‘intermediate level English’ or …
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