From syllabus design to curriculum development.
Páginas: 5 (1001 palabras)
Publicado: 21 de junio de 2010
Summary about: From syllabus design to curriculum development.
This material it refers to the learning and teaching English as a second language in the 1950 s, and changes that this had with the past of time.
This consisted of a focus an general English using materials graded for their vocabulary. The teaching of English as a second language became an increasingly important activity afterWorld War II, because immigrants, refugees, and foreign students generated a huge demand for English courses. The role of the English as a language of international communication had expanded rapidly by the 1950 s. There was much greater mobility of peoples as a result of growth in air travel and international tourism.
The upsurge in English language teaching was accompanied by the introductionof new methods and materials in the classroom, particularly during the 1960 s . these changes were often radical and can be called a language teaching revolution. But this revolution has taken little account of the situation or motivation of the learners.
One response to this concern was a revolution of language teaching policy in many European countries in the 1970 s with a view to determinatesuch things as which foreign languages should be taught in the school system, at what year languages should be introduced into the curriculum, and with what intensity.
In 1969, the Council of Europe, in order to promote the more effective learning of foreign languages within the community, decided that:
* If full understanding is to be achieved among the countries of Europe, the languagebarriers between them must be removed.
* Linguistic diversity is part of the European cultural heritage and that it should, through the study of modern languages, provide a source of intellectual enrichment rather than an obstacle to unity.
* Only if the study of modern European languages becomes general will full mutual understanding and cooperation be possible in Europe.
Other importantresponse was initiated by the Council of Europe, which proposed that unit credit system be used as a framework for developing languages teaching programs for adults. An educational system in which the syllabus, curriculum or body or material to be studied, learned or acquired, is broken down into a number of quantum units of work, each with its own precise definition of the terminal behavior to beachieved by the learner , all of the units being accompanied by a carefully constructed system of credit ratings.
In contrast to students learning English for general porpoises for whom mastery of the language for its own sake or in order to pass a general examination in the primary goal, the ESP student is usually studying English in order to carry out to particulate role, such as that offoreign student in an English medium university.
The 1960 s therefore saw a number of books applying the principles of selection and gradation to the English of science, business, medicine, engineering, or manufacturing, the same principles that had been used until then in designing general English courses. It was assumed that there were specialized varieties of English, such as scientific English,business English, or technical English.
The general accepted view around 1970 was essential a linguistic one, there were different varieties of English, the distinctive features of which could be described and taught through the use of appropriately selected texts, and carefully devised practice exercises.
On the other hand, an important principle of ESP approaches to language teaching is thatthe purposes for which a learner needs a language rather than a syllabus reflecting the structure of general English should be used in planning an English course. Rather than developing a course around an analysis of the language, an ESP approach starts instead with an analysis of the leaner’s needs.
In ESP learner’s needs are often described in terms of performance, that is, in terms of what...
This material it refers to the learning and teaching English as a second language in the 1950 s, and changes that this had with the past of time.
This consisted of a focus an general English using materials graded for their vocabulary. The teaching of English as a second language became an increasingly important activity afterWorld War II, because immigrants, refugees, and foreign students generated a huge demand for English courses. The role of the English as a language of international communication had expanded rapidly by the 1950 s. There was much greater mobility of peoples as a result of growth in air travel and international tourism.
The upsurge in English language teaching was accompanied by the introductionof new methods and materials in the classroom, particularly during the 1960 s . these changes were often radical and can be called a language teaching revolution. But this revolution has taken little account of the situation or motivation of the learners.
One response to this concern was a revolution of language teaching policy in many European countries in the 1970 s with a view to determinatesuch things as which foreign languages should be taught in the school system, at what year languages should be introduced into the curriculum, and with what intensity.
In 1969, the Council of Europe, in order to promote the more effective learning of foreign languages within the community, decided that:
* If full understanding is to be achieved among the countries of Europe, the languagebarriers between them must be removed.
* Linguistic diversity is part of the European cultural heritage and that it should, through the study of modern languages, provide a source of intellectual enrichment rather than an obstacle to unity.
* Only if the study of modern European languages becomes general will full mutual understanding and cooperation be possible in Europe.
Other importantresponse was initiated by the Council of Europe, which proposed that unit credit system be used as a framework for developing languages teaching programs for adults. An educational system in which the syllabus, curriculum or body or material to be studied, learned or acquired, is broken down into a number of quantum units of work, each with its own precise definition of the terminal behavior to beachieved by the learner , all of the units being accompanied by a carefully constructed system of credit ratings.
In contrast to students learning English for general porpoises for whom mastery of the language for its own sake or in order to pass a general examination in the primary goal, the ESP student is usually studying English in order to carry out to particulate role, such as that offoreign student in an English medium university.
The 1960 s therefore saw a number of books applying the principles of selection and gradation to the English of science, business, medicine, engineering, or manufacturing, the same principles that had been used until then in designing general English courses. It was assumed that there were specialized varieties of English, such as scientific English,business English, or technical English.
The general accepted view around 1970 was essential a linguistic one, there were different varieties of English, the distinctive features of which could be described and taught through the use of appropriately selected texts, and carefully devised practice exercises.
On the other hand, an important principle of ESP approaches to language teaching is thatthe purposes for which a learner needs a language rather than a syllabus reflecting the structure of general English should be used in planning an English course. Rather than developing a course around an analysis of the language, an ESP approach starts instead with an analysis of the leaner’s needs.
In ESP learner’s needs are often described in terms of performance, that is, in terms of what...
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