Case studies in language curriculum design : concepts and approaches in action around the world PDF
Preview Case studies in language curriculum design : concepts and approaches in action around the world
CASE STUDIES IN LANGUAGE CURRICULUM DESIGN Case studies are a powerful pedagogical tool for illuminating constructs and models in real-life contexts. Covering a wide range of teaching–learning contexts and offering in-depth analyses of ESL/EFL language curriculum design issues, this casebook is distinctive and unique in that each case draws on and is clearly linked to a single model presented in Nation and Macalister’s Language Curriculum Design (www.routledge.com/9780415806060), giving the book a high degree of coherence. A short commentary by the editors after each case highlights features of note and/or issues arising from it. This is a versatile text, designed to work as a companion to Language Curriculum Design (adding meaning and depth to the model presented there by relating it to a range of applications), as a stand- alone text, or as a resource for language teacher trainees, teacher educators, practicing teachers, program administrators, and materials writers in the fi eld. John Macalister is S enior Lecturer at Victoria University of Wellington, New Zealand. He specializes in the fi elds of language teaching methodology and curriculum design and draws on experience in teacher education and curriculum design in Thailand, Cambodia, Kiribati, Vanuatu, and Namibia. I.S.P. Nation is Professor in Applied Linguistics at Victoria University of Wellington, New Zealand. In addition to books, his extensive list of publications on teaching and learning vocabulary, language teaching methodology, and curric- ulum design includes journal articles, book chapters, and book reviews. He has taught in Indonesia, Thailand, the United States, Finland, and Japan. ESL & Applied Linguistics Professional Series Eli Hinkel, Series Editor Macalister/Nation, Eds. Case Studies in Language Curriculum Design Johnson/Golumbek, Eds. Research on Second Language Teacher Education: A Sociocultural Perspective on Professional Development Hinkel, Ed. Handbook of Research in Second Language Teaching and Learning, Volume II Nassaji/Fotos Teaching Grammar in Second Language Classrooms: Integrating Form- Focused Instruction in Communicative Context Murray/Christison W hat English Language Teachers Need to Know Volume I: Understanding Learning Murray/Christison W hat English Language Teachers Need to Know Volume II: Facilitating Learning Nunan/Choi, Eds. Language and Culture: Refl ective Narratives and the Emergence of Identity Braine Nonnative Speaker English Teachers: Research, Pedagogy, and Professional Growth Burns D oing Action Research in English Language Teaching: A Guide for Practitioners Nation/Macalister Language Curriculum Design Birch The English Language Teacher and Global Civil Society Johnson Second Language Teacher Education: A Sociocultural Perspective Nation Teaching ESL/EFL Reading and Writing Nation/Newton Teaching ESL/EFL Listening and Speaking Kachru/Smith Cultures, Contexts, and World Englishes McKay/Bokhosrt-Heng International English in its Sociolinguistic Contexts: Towards a Socially Sensitive EIL Pedagogy Christison/Murray, Eds. Leadership in English Language Education: Theoretical Foundations and Practical Skills for Changing Times McCafferty/Stam, Eds. G esture: Second Language Acquisition and Classroom Research Liu Idioms: Description, Comprehension, Acquisition, and Pedagogy Chapelle/Enright/Jamison, Building a Validity Argument for the Text of Eds. English as a Foreign Language™ Kondo-Brown/Brown, Eds. Teaching Chinese, Japanese, and Korean Heritage Students Curriculum Needs, Materials, and Assessments Youmans Chicano-Anglo Conversations: Truth, Honesty, and Politeness Birch English L2 Reading: Getting to the Bottom, Second Edition Luk/Lin C lassroom Interactions as Cross-cultural Encounters: Native Speakers in EFL Lessons Levy/Stockwell CALL Dimensions: Issues and Options in Computer Assisted Language Learning Nero, Ed. Dialects, Englishes, Creoles, and Education Basturkmen Ideas and Options in English for Specifi c Purposes Kumaravadivelu Understanding Language Teaching: From Method to Postmethod McKay Researching Second Language Classrooms Egbert/Petrie, Eds. CALL Research Perspectives Canagarajah, Ed. Reclaiming the Local in Language Policy and Practice Adamson Language Minority Students in American Schools: An Education in English Fotos/Browne, Eds. N ew Perspectives on CALL for Second Language Classrooms Hinkel Teaching Academic ESL Writing: Practical Techniques in Vocabulary and Grammar Hinkel/Fotos, Eds. N ew Perspectives on Grammar Teaching in Second Language Classrooms Hinkel Second Language Writers’ Text: Linguistic and Rhetorical Features Visit www.routledge.com/education for additional information on titles in the ESL & Applied Linguistics Professional Series CASE STUDIES IN LANGUAGE CURRICULUM DESIGN Concepts and Approaches in Action Around the World Edited by John Macalister and I. S. P. Nation First published 2011 by Routledge 711 Third Avenue, New York, NY 10017 Simultaneously published in the UK by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business This edition published in the Taylor & Francis e-Library, 2011. To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk. © 2011 Taylor & Francis The right of the editors to be identifi ed as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identifi cation and explanation without intent to infringe. Library of Congress Cataloging in Publication Data Case studies in language curriculum design / edited by John Macalister and I.S.P. Nation. p. cm. — (ESL & applied linguistics professional series) 1. English language — Study and teaching — Foreign speakers. 2. English teachers — Training of. I. Macalister, John. 1956– II. Nstion, I. S. P. PE1128.A2C368 2011 428.2′4071—dc22 2011002638 ISBN 0-203-84785-7 Master e-book ISBN ISBN: 978–0–415–88231–6 (hbk) ISBN: 978–0–415–88232–3 (pbk) ISBN: 978–0–203–84785–5 (ebk) CONTENTS Preface vii List of Contributors ix 1 Introduction 1 Paul Nation and John Macalister 2 A Survival Language Learning Syllabus for Foreign Travel 8 Paul Nation and David Crabbe 3 Design Meeting Context: A General English Course for Burmese Adults 21 Katie Julian and Derek Foster 4 Designing English Language Courses for Omani Students 40 Angela Joe 5 My Ideal Vocabulary Teaching Course 49 Paul Nation 6 Opening the Door to International Communication: Peruvian Offi cials and APEC 63 Susan Smith 7 Helping Skilled Migrants into Employment: The Workplace Communication Program 72 Nicky Riddiford vi Contents 8 The Blended Language Learning Course in Taiwan: Issues and Challenges of Instructional Design 82 Gi-Zen Liu 9 Designing the Assessment of a University ESOL Course 101 John Read and Lizzy Roe 10 Refreshing a Writing Course: The Role of Evaluation 114 John Macalister 11 Localizing Spanish in the Ann Arbor Languages Partnership: Developing and Using a “Teachable” Curriculum 129 Donald Freeman, Maria Coolican, and Kathleen Graves 12 Learning to Teach Spanish: Identifying, Inducting, and Supporting Apprentice Teachers in the Ann Arbor Languages Partnership 147 Donald Freeman, Maria Coolican, and Kathleen Graves 13 Negotiated Syllabuses: Do You Want to? 166 Andrew Boon 14 Enhancing Consumerist Literacy Practices in an Urbanizing Community 178 Moses Samuel and Saratha Sithamparam 15 The Teacher as Intermediary between National Curriculum and Classroom 186 Kevin Parent 16 Developing a Blogwriting Program at a Japanese University 195 Patrick Foss Index 209 PREFACE Curriculum design may be a fi eld of expertise but it would be a mistake to think of it as the preserve of experts with secret knowledge alone. Every classroom teacher who makes a decision about what to teach and when, or about the presen- tation of classroom activities, or about what to test, is in effect a curriculum designer. The decisions the teacher makes about what happens in the classroom are going to be informed by a variety of factors, such as knowledge of the students, the layout of the classroom, the availability of appropriate technology, and beliefs about what constitutes effective teaching. In making these appropriately informed decisions the teacher becomes an active participant in the curriculum design process. The idea for this book arose from the wish to illustrate the breadth of curric- ulum design experiences, from the individual classroom teacher working within the constraints of a tightly-controlled national curriculum to the team of well- qualifi ed experts begin ning with a free hand and an open brief, and everything in between. An important purpose, therefore, is to make the process of curriculum design come alive through a wide variety of examples. The experiences reported in this collection remind us that curriculum design is very much a creative activity with its aim being better learning. By reading about the variety of situations described in the book and the range of responses to those situations, we hope that the curriculum design process will be exemplifi ed in an engaging way, and that individual teachers will be encouraged to make their own individual curriculum design decisions. CONTRIBUTORS Andy Boon is Associate Professor in the Faculty of Humanities at Toyo Gakuen University, Tokyo, Japan. He is also Program Chair for JALT West Tokyo. He completed a Master’s degree in TESOL from Aston University, UK in 2004. He has published articles on teacher development, methodology, and motivation. His research interests focus on professional development and action research in the classroom. Andy can be contacted at [email protected]. Maria J. Coolican earned her PhD from the University of Michigan and works predominantly in the areas of teacher education, program design and develop- ment, and educational reform. She has taught at the University of Portland and the University of Notre Dame, and currently teaches at the University of Michigan. Some of her current work centers on re-examining the ways in which primary and secondary world languages teachers are educated and then inducted into the profession. David Crabbe teaches and supervises in the School of Linguistics and Applied Language Studies at Victoria University of Wellington. He is currently Assistant Vice Chancellor (Academic) with a broader role in university teaching and learning. His research interests are in language curriculum development as a problem-solving activity, with a particular interest in learner autonomy. In his current role those interests are applied to tertiary education in the full range of academic subjects. He has previously lived and worked in France, Nigeria, the UK and Singapore. Patrick Foss has taught in Japan for 15 years. He recently joined the faculty in the College of Liberal Arts and Sciences at Tokyo Medical and Dental University.
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