Referencias
Jack, R. & Renandya, W. (2010). Methodology in Language Teaching. An Anthology of Current Practice. Cambridge University Press. Chapter 7 The ELT curriculum.
Original Title
Cuadro comparativo acerca de los modelos de curriculo para la enseñanza de una segunda lengua
Referencias
Jack, R. & Renandya, W. (2010). Methodology in Language Teaching. An Anthology of Current Practice. Cambridge University Press. Chapter 7 The ELT curriculum.
Referencias
Jack, R. & Renandya, W. (2010). Methodology in Language Teaching. An Anthology of Current Practice. Cambridge University Press. Chapter 7 The ELT curriculum.
Bucaramanga noviembre, 2018 CURRICULUM CLASSICAL HUMANISM RECONSTRUCTIONS PROGRESSIVISM MIXED-FOCUS CURRICULUM SCOPE -Since the definition of curriculum, then the purposes of -The purpose of education -The main purpose of education is -There must be a real agreement of what the programme are to transmit from the point of view of to bring about some kind of social the communicative term means in a knowledge of the language the process model is to SIMILARITIES change. communicative curricular approach in its system to the learners and to enable the individual to -Performance indicators, learning context and to clarify the principles and ensure that they master the progress towards self- objectives, performance objectives. processes of curricular design. grammar rules and vocabulary of fulfillment. the language. - Content-based curriculum. -Learningcentred curriculum. -Objectives- based curriculum. -In the field of English language (Dickinson, 1987). -This is the most realistic approach and it -Learning as a process of observable teaching, this model underpins - 'Learner-centred curriculum' can be a blend of all three. changes in behavior which could be the grammar-based curriculum, (Nunan, 1985, 1988; -Yalden proposes a proportional syllabus, measured. DIFFERENCES where the syllabus is concerned Candlin, 1984). with a semantic-grammatical organisational -Notional-functional syllabus with with the grammar and - It has been influenced by base, a linguistic component based on emphasis on needs analysis and the vocabulary of the language. philosophical trends and language functions and themes based on eventual ends of language learning. - passive reception of broad educational learners’ interests. Yalden (1987) - Acquisition of specific skills. 'knowledge' developments. -The goals of education are -Objectives- based curriculum. not defined in terms of -The objectives model can be particular ends or products, -concepts central include needs analysis, an appropriate in the area of -Content-based curriculum. but in terms of the processes emphasis on process as well as product, a vocational training and in subjects -This model has been the and procedures by which the focus on the learner and learning, which require the transmission of dominant philosophy underlying individual develops evaluation at every stage, and, most MAIN SCOPE particular skills. Kelly (1989). the history of the Western understanding and important, the need for interaction -The objectives model, was the educational system for centuries. awareness and creates between and integration of the different basis of the Council of Europe -passive reception of 'knowledge' possibilities for future aspects of the design and implementation Threshold Level project in the learning. process. 1970s -Learningcentred curriculum. - Acquisition of specific skills. -Learner-centred curriculum. CURRICULUM CLASSICAL HUMANISM RECONSTRUCTIONS PROGRESSIVISM MIXED-FOCUS CURRICULUM SCOPE -The use of behavioral -Is an integrated approach which is objectives as the basis for learner-centered and is an attempted - The content is curriculum design- Tyler "synthesis of the product-oriented ends- knowledge which has (1930). -Content is based on principles derived means model and the processoriented been identified and Behavioral objectives: from research into learning development approach "(Nunan, 1988, p.20). agreed to be universal, 1. describe the behavior to be and the overall purposes of the CONTENTS - Policy, the aims of the curriculum, or unchanging and absolute. performed. educational process, which allows the what it seems desirable to achieve; - grammar and 2. describe the conditions formulation of objectives related to the -pragmatics, the constraints on what it is vocabulary of the under which the performance procedural principles. possible to achieve; language. will be expected to occur. -the participants in the decision-making 3. standard of acceptable process. performance (the criterion). -Learningcentred curriculum. -Teacher is open to the criticism of -The objectives of a learning -Information about learners which can be -The content of what is to subjectivity in the definition of concepts programme are clear to both used to guide the learning process is be transmitted to, the and needs of students. the teacher and the learners, collected. learner, contributes to the -The student shows interests and which facilitates the selection - Takes into account factors such as learner overall intellectual development processes. of learning materials and motivation and learning styles as well as development of the - The model is based on the concepts of activities. learner-defined target language behavior. TEACHERS' AND learner. student needs, interests and development -The selection of contents and -Teacher is a researcher. STUDENTS' ROLES -The apprentice is passive. processes objectives are predictable. - Teachers must be reflective, analytic and - The teacher is a - Teachers provide opportunities for -The student does not creative, open to new methods and ideas; transmitter of universal, students to learn by doing. produce his learning; the - Teacher place more emphasis on immutable and absolute - the student learns by doing the task teacher produces the expected structure, before moving on to functions knowledge. Without (Kohn 2008, 2). This active learning behavior of the student and and then using tasks or topics to apply discussion takes place through social interactions, the learning objectives. and creatively use the language. where they are constantly solving problems CURRICULUM CLASSICAL HUMANISM RECONSTRUCTIONS PROGRESSIVISM MIXED-FOCUS CURRICULUM SCOPE -There is no such thing as a -The teaching procedures and communicative syllabus: -Four stages of decision-making are identified: learning experiences will include there can be a methodology that -Teacher describes the curriculum planning, ends / means specification, drilling of grammatically correct stimulates communicative behavior to be program implementation, and implementation in sentences, explanations of theory learning "(Widdowson, 1984, p. performed, establishes the classroom. . . and memorization of lists of 26). the conditions under - A broad, process-oriented view of needs which vocabulary; and assessment is -This approach is focused on the which the performance takes into account factors such as learner METHODOLOGIES based on the learner’s ability to teaching methodology towards will be expected to motivation and learning styles as well as learner- ACTIVITIES produce grammatically accurate the concept of "communicative occur. defined target language behavior. language. competence" -Teacher must state a - The syllabus provides the framework, but learning -The ability in the learner “to -This approach is based on standard of acceptable ultimately depends on the interaction between the think effectively, to communicate processes and procedures by performance (the teacher and the learners in the classroom, and on thought, to make relevant which the individual develops criterion). the teaching approaches, activities, materials and judgements, to discriminate understanding and awareness procedures employed by the teacher. among values” (Hirst, 1965, p. 2). and creates possibilities for future learning. It is unable to cope with a discussion of the wider purposes -It reduces people to -In practice, as a basis for of education, and does not take the level of national curriculum into account the abilities or automatons who can development projects, it is less problems of the individual learner be trained to behave in attractive than the objectives -This model is not without its difficulties, and a or the complexities of the learning particular ways and model for large-scale curriculum good deal of research will need to take place to DIFFICULTIES process itself. precludes such concepts development and planning establish an adequate theoretical base. -It is unable to take account of the as autonomy, self- related to government trends in - widely differing needs of a fulfillment and the West towards vocational massive student population. personal development. training to meet employment - The grammar-based approach is Kelly (1989). needs. not the primary factor. -A narrow linguistic focus. CURRICULUM CLASSICAL HUMANISM RECONSTRUCTIONS PROGRESSIVISM MIXED-FOCUS CURRICULUM SCOPE -Evaluation must take place at all stages of The student learns by doing curriculum planning and implementation, and the task (Kohn 2008, 2). -There are clearly specified involve all participants. The primary purpose of -The assessment is based on the This active learning objectives, the success of the evaluation is to determine whether or not the learner’s ability to produce takes place through social learners, and of the curriculum goals have been met, which, in the case grammatically accurate language. interactions, where they EVALUATION programme, can easily and of a language programme, will be based on an -Correct sentences, explanations are constantly solving accurately be evaluated to assessment of the participants in the programme. of theory and memorization of problems. the extent that the objectives Another purpose is to determine the effectiveness lists of vocabulary; -Teacher evaluates the have been fulfilled. of the curriculum and to evaluate the language ability to interact and solve programme itself, which will focus on the teachers, problems. the methodology, the materials and so on. REFERENCES
-Jack, R. & Renandya, W. (2010). Methodology in Language Teaching. An Anthology of
Current Practice. Cambridge University Press. Chapter 7 The ELT curriculum. Available in: https://bibliotecavirtual.unad.edu.co:2444/10.1017/CBO9780511667190.012
-Mercado, Geoffrey Miles (2013). Academia.edu. An evaluation of progressivism in the context
of christian educational philosophy. Available in: http://www.academia.edu/4273651/AN_EVALUATION_OF_PROGRESSIVISM_IN_THE_CON TEXT_OF_CHRISTIAN_EDUCATIONAL_PHILOSOPHY_A_Term_Paper