Curriculum Planning South Asian Languages Curriculum n Purpose

Curriculum Planning South Asian Languages

Curriculum n Purpose n Guide the processes of teaching/learning n n Focus n Interaction n n Based on knowledge of the learning process/context Understanding the learner/learning context Realization n Syllabus design n n Flexible specifications Provision of means for instructional action

Foundational Principles: AAA n Awareness n Autonomy n Authenticity

Awareness n Relating learning to existing knowledge and experience n n The stone-age man from New Guinea Noticing/consciousness raising n n n Focused attention Role of perception Reflection

Autonomy Chomsky (1988: 181): The truth of the matter is that about 99 percent of teaching is making the students feel interested in the material. Then the other 1 percent has to do with your method.

Autonomy—Basic Principles n Motivation n n Intrinsic (innate) Extrinsic (environmental) n Choice, Affect, Effort n n Attention-paying << high/sustained cognitive effort << positive affect (for activity, materials) << feeling of control, ownership, competence Responsibility n Decision making

Authenticity n Texts n Language use in life n n Newspaper articles, novels, poems, commercials, soap opera episodes Relevance

Another A? : Achievement n Intraindividual/Interindividual n n n Improvement Accomplishment How are the intra and the inter related? n Relational implication for: n n Self-esteem Assessment Feedback Rewards

Learner Needs n Who is the second language learner? n n What does s/he bring to class? What are her/his goals?

Needs Analysis n Topic n n small group discussion Formal language study 12345 Skills n n n 12345 Method n n study pop culture current affairs speaking Writing 12345 Assessment n teacher assess my work 12345

Learner types and learning preferences n Concrete learners n n Analytical learners n n grammar, read newspapers, study alone Communicative learners n n games, videos, talking in pairs watching, listening, using L 2 outside Authority-oriented learners n teacher explanation, textbook

Summing up: CLT n n n Language learning is learning (struggling) to communicate Meaning is paramount Fluency and acceptable language is the primary goal: judge accuracy in context Sequencing is determined by any consideration of content function Linguistic variation is a central concept in materials and method

Do the results stack up? n n Learners produce greater quantity and variety of language in group work versus teacher-fronted activities. In group work, NNS-NNS interaction produce more talk. Learners who have opportunities to negotiate meaning (make clarification requests and check comprehension) do better at comprehension than those learners receiving simplified input. Communication-based + grammar-focus instruction works better than grammar-only OR communicationonly instruction.

What do WE need to do? n n n n Provide appropriate input Use language in authentic ways Provide context Design/use task-based activities Encourage collaboration Address grammar consciously Adjust feedback to the situation Include cultural aspects of language use

Conclusions n n Focus on DISCOVERING culture Language is the instrument/tool/medium of that DISCOVERY Learner is ACTIVE Teacher’s role: Keeping learner ACTIVE