Language Curriculum Development

Despite the popularity of action research in the field of teacher education and professional development, not much is found regarding the role of action research in language curriculum development. This lack of interest may stem from the dominance of top-down approach over curriculum development in some EFL contexts where no special place is given to the local needs and wants. This paper starts with the definition and some basic characteristics of action research and then follows with a brief overview of its origins as well as different types. How action research can make changes in a curriculum is discussed next. Then it looks at the role action research may play in creating positive changes in teachers’ roles in curriculum development. Some of the challenges of implementing action research are mentioned later. Finally, the paper ends with some guidelines for teachers to make improvements as a result of conducting action research.

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The Needs Analysis Procedures and Tools Design of Non- English- Background Job Seekers with a Critical Evaluation of Different Approaches to Language Curriculum Development

Proceedings of the 2016 International Forum on Management, Education and Information Technology Application ◽

10.2991/ifmeita-16.2016.99 ◽

2016 ◽

Author(s):

Jianna Qiu

Keyword(s):

Curriculum Development ◽

Critical Evaluation ◽

Needs Analysis ◽

Job Seekers ◽

Language Curriculum

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Second Language Curriculum Development as Dialectic Process

Canadian Modern Language Review/ La Revue canadienne des langues vivantes ◽

10.3138/cmlr.46.3.500 ◽

1990 ◽

Vol 46 (3) ◽

pp. 500-513 ◽

Cited By ~ 1

Author(s):

Esther Enns-Connolly

Keyword(s):

Second Language ◽

Curriculum Development ◽

Language Curriculum

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Voices in curriculum development: Researchers, designers and teachers - Anne Burns & Helen DeSilva Joyce (eds.), Planning and teaching creatively within a required curriculum for adult learners (TESOL Language Curriculum Development). Alexandria, VA: TESOL, 2007. Pp. ix + 288. ISBN 978-1-931-185-40-0 (paperback). - Michael H. Long (ed.), Second language needs analysis (Cambridge Applied Linguistics). Cambridge: Cambridge University Press, 2005. Pp. viii + 374. ISBN 978-0-521-61821-2 (paperback); ISBN 978-0-521-85312-5 (hardback). - Marguerite Ann Snow & Lia Kamhi-Stein (eds.), Developing a new course for adult learners (TESOL Language Curriculum Development). Alexandria, VA: TESOL, 2006. Pp. x + 360. ISBN 978-1-931-185-29-5 (paperback).

Language Teaching ◽

10.1017/s0261444807004934 ◽

2008 ◽

Vol 41 (2) ◽

pp. 299-309

Author(s):

Lyn Bray ◽

Anne Swan

Keyword(s):

Second Language ◽

Adult Learners ◽

Curriculum Development ◽

Applied Linguistics ◽

Needs Analysis ◽

Language Curriculum ◽

Cambridge University ◽

Language Needs

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Curriculum Development for Advancing Heritage Language Competence: Recent Research, Current Practices, and a Future Agenda

Annual Review of Applied Linguistics ◽

10.1017/s0267190510000012 ◽

2010 ◽

Vol 30 ◽

pp. 24-41 ◽

Cited By ~ 10

Author(s):

Kimi Kondo-Brown

Keyword(s):

Curriculum Development ◽

Heritage Language ◽

The United States ◽

School Age Children ◽

Future Research ◽

Specific Reference ◽

Language Competence ◽

Language Curriculum ◽

Future Research Agenda ◽

Definition Of

In the last few decades, research on teaching heritage language (HL) learners has expanded enormously and encouraged language professionals to work toward responsible curriculum development for this specific type of learners. This article suggests ways to expand current curriculum research and practices with the goal of advancing the HL competence of learners. To this end, this article examines the scope, trends, and issues in recent theoretical and practical studies concerning curriculum development for HL learners from various language backgrounds, especially those in the United States. A definition of HL learners is presented first, which is followed by a discussion of general second language curriculum development frameworks with specific reference to HL instruction. Then, the article examines the contexts, challenges, and possibilities for teaching HLs to school-age children in precollegiate programs. Next, it turns to a discussion of issues and recommendations for teaching postsecondary HL students. The article concludes by discussing curricular and pedagogical recommendations for HL professionals as well as a future research agenda that could promote the advancement of HL competence in all educational institutions.

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