Routledge handbook of language education curriculum design PDF
Preview Routledge handbook of language education curriculum design
The Routledge Handbook of Language Education Curriculum Design Curriculum design options cover a continuum from regional and school-b ased programs to national and international frameworks. How does policy speak to practice? What have teacher- researchers discovered through in- classroom studies? Where do you begin to describe or measure ‘effective’ language education curriculum design? The Routledge Handbook of Language Education Curriculum Design presents a comprehensive collection of essays on these issues by 31 established practitioners and new researchers. Informed by experienced scholarship and fresh studies, this handbook shares international perspectives on language education from policy and curriculum to teacher training and future directions. The handbook addresses language education curriculum design across five sections: • Language curriculum design: perspectives, policies and practices • Designs across the curriculum • Curriculum designs in language education • Curriculum resources, evaluation and assessment • Teacher education, research and future projects With contributions from Australia, Brazil, Indonesia, Switzerland, Timor- Leste and more, the handbook represents the breadth of research into and the global implications for sound language education curriculum design. It considers equally the needs of students and policy makers from urban metropolises and remote communities. It is designed to reinvigorate discussions about education policy, curriculum management and the role of teacher- researchers. Peter Mickan is Visiting Research Fellow (Applied Linguistics) in the Faculty of Arts at the University of Adelaide, and Director of the Adelaide Research Institute (Adelaide Education Group) in South Australia. He established and managed the postgraduate applied linguistics program at the university (2000–2013). Theoretically, his work is based on Halliday’s language as a social semiotic and learning as socialisation experiences. The theory frames his studies in curriculum design, languages pedagogy, academic literacies, language and literacy, workplace communication, German language revival and language assessment. Ilona Wallace is an editor and writer based in South Australia, with professional interests in educational resources and education policy. She holds an MA in applied linguistics from the University of Adelaide. Routledge Handbooks in Applied Linguistics Routledge Handbooks in Applied Linguistics provide comprehensive overviews of the key topics in applied linguistics. All entries for the handbooks are specially commissioned and written by leading scholars in the field. Clear, accessible and carefully edited Routledge Handbooks in Applied Linguistics are the ideal resource for both advanced undergraduates and postgraduate students. THE ROUTLEDGE HANDBOOK OF STUDY ABROAD RESEARCH AND PRACTICE Edited by Cristina Sanz and Alfonso Morales- Front THE ROUTLEDGE HANDBOOK OF TEACHING ENGLISH TO YOUNG LEARNERS Edited by Sue Garton and Fiona Copland THE ROUTLEDGE HANDBOOK OF SECOND LANGUAGE RESEARCH IN CLASSROOM LEARNING Edited by Ronald P. Leow THE ROUTLEDGE HANDBOOK OF LANGUAGE IN CONFLICT Edited by Matthew Evans, Lesley Jeffries and Jim O’Driscoll THE ROUTLEDGE HANDBOOK OF ENGLISH LANGUAGE TEACHER EDUCATION Edited by Steve Walsh and Steve Mann THE ROUTLEDGE HANDBOOK OF LINGUISTIC ETHNOGRAPHY Edited by Karin Tusting THE ROUTLEDGE HANDBOOK OF RESEARCH METHODS IN APPLIED LINGUISTICS Edited by Jim McKinley and Heath Rose THE ROUTLEDGE HANDBOOK OF LANGUAGE EDUCATION CURRICULUM DESIGN Edited by Peter Mickan and Ilona Wallace For a full list of titles in this series, please visit www.routledge.com/series/RHAL The Routledge Handbook of Language Education Curriculum Design Edited by Peter Mickan and Ilona Wallace First published 2020 by Routledge 52 Vanderbilt Avenue, New York, NY 10017 and by Routledge 2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business © 2020 selection and editorial matter, Peter Mickan and Ilona Wallace; individual chapters, the contributors The right of Peter Mickan and Ilona Wallace to be identified 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 utilised 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 identification and explanation without intent to infringe. Library of Congress Cataloging- in- Publication Data A catalog record for this book has been requested ISBN: 978- 1- 138- 95857- 9 (hbk) ISBN: 978- 1- 315- 66103- 2 (ebk) Typeset in Times New Roman by Apex CoVantage, LLC Contents Contributors ix Acknowledgements xiii Table of abbreviations xv Introduction 1 1 Language Education Curriculum Designs: Voices for Uncertain Times 3 Peter Mickan and Ilona Wallace SECTION 1 Language Curriculum Design 9 2 Freedom and Authority, Success and Failure in Australian Education: Disruptive Designs in Curriculum Policy and Practice 11 Peter Mickan and Ilona Wallace 3 From Policy to Practice: How Context and Contestation Shape the Implementation of Timor- Leste’s Language Education Curriculum 28 Laura J. Ogden 4 Curriculum Design and English Without Borders (Brazil) 49 Elaine Maria Santos and Rodrigo Belfort Gomes SECTION 2 Designs Across the Curriculum 61 5 Grammatics for Ameliorating Reading Comprehension Skills: A Social Semiotic Approach 63 Hesham Suleiman Alyousef 6 The Implementation of Content and Language Integrated Learning in Spain: Strengths, Weaknesses, Opportunities and Threats 77 María Luisa Carrió- Pastor v Contents 7 Knowledge About (English) Language Across the Curriculum in EAL and CLIL Contexts 90 Marianne Turner SECTION 3 Curriculum Designs in Language Education 107 8 Language and Literacy Education in Remote Indigenous Schools: The Pedagogic Roundabout 109 Bronwyn Parkin and Helen Harper 9 A University Reading and Writing Course for Indigenous Students: A Permanency Policy in the Field of Languages and Literacies 127 Bruna Morelo and Camila Dilli 10 Translanguaging the Curriculum: A Critical Language Awareness Curriculum for Silenced Indigenous Voices 144 Nina Carter, Denise Angelo and Catherine Hudson 11 English Language Teaching Goes CLIL: Fostering Literacy and Language Development in Secondary Schools in Spain 175 Ana Halbach SECTION 4 Curriculum Resources, Evaluation and Assessment 191 12 Transformative Curriculum Design: Functional Linguistics Applied in Text-B ased Teaching 193 Peter Mickan 13 Textbook Analysis and Design: Social Semiotic and Communicative Perspectives 203 Irma Kuci 14 Grading and Gathering Evidence in Swiss Elementary and Lower Secondary School English Language Classrooms 222 Laura Loder Buechel and Karine Lichtenauer 15 Connecting Worlds: Linguistic Landscapes as Transformative Curriculum Artefacts in Schools and Universities 238 Donna Starks, Shem Macdonald, Howard Nicholas and Jana Roos vi Contents SECTION 5 Teacher Education, Research and Future Projects 259 16 Enacting a Content-B ased Vocational English Curriculum in an Indonesian Secondary School 261 Handoyo Puji Widodo 17 A Cross- Linguistic and Multilingual Pre-S ervice Teacher Education Program: Insights From the Innsbruck Model of Foreign Language Teacher Education 274 Barbara Hinger, Eva M. Hirzinger- Unterrainer and Katrin Schmiderer 18 Building a Curriculum to Teach English to Young Learners in Brazil: A Constructive-C ollaborative Experience 289 Ana Paula de Lima and Samuel de Souza Neto Conclusion 305 19 Curriculum Design in Language Education: Research, Evaluation and Renewal 307 Peter Mickan Index 309 vii Contributors Hesham Suleiman ALYOUSEF Dr Hesham Suleiman Alyousef is an associate professor at the Department of English Language and Literature at King Saud University in Riyadh, Saudi Arabia. Currently, he teaches and supervises a number of postgraduate students. He received his PhD in 2014 from the University of Adelaide, Australia. He has published a number of book chapters and papers in refereed journals and has over 30 years of experience in teaching ESL/EFL. His research interests include academic literacies, systemic functional linguistics, multimodal discourse analysis, metadiscourse, assessment and evaluation tools for ESL/EFL students, and the use of Web 2.0 technology in higher education. Denise ANGELO Denise Angelo (Australian National University) is a languages teacher and linguist who works with Aboriginal and Torres Strait Islander languages, traditional and contemporary, and teaching Indigenous English language learners. She designs first and second language curricula and assessment frameworks, teacher training and language resources and pedagogies to suit different language ecologies. Paola CAPPONI Paola Capponi is an associate professor at the Italian section of the Pablo de Olavide University (Seville, Spain). Her main research interests are related to lexicology and astronomical language. She has spent periods of research at the Universities of Oxford, Leuven and Mexico City. María Luisa CARRIÓ- PASTOR María Luisa Carrió-P astor is a professor of English language at the Universitat Politècnica de València. Her research areas are corpus linguistics, pragmatics and the study of academic and professional discourse for second language acquisition and curriculum design. Nina CARTER Nina Carter (Australian National University) is a languages teacher and curriculum writer who has worked in Australia and overseas. She has worked in classroom-b ased and departmental roles. Her research interests include teachers’ understandings of their students’ language development and curriculum and pedagogical responses to language teaching. Camila DILLI Camila Dilli earned a Master’s degree in applied linguistics from the Federal University of Rio Grande do Sul, Brazil. In 2016, she took up a lecturing position at Aarhus University, Denmark, where she teaches Portuguese and culture in the Brazilian studies program. ix
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