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Crystal-clear and comprehensive yet concise, this text describes the steps involved in the curriculum design process, elaborates and justifies these steps, and provides opportunities for practicing and applying them. The description of the steps is done at a general level so that they can be applied in a wide range of particular circumstances. The process comes to life through plentiful examples of actual applications of the steps. Each chapter includes:
- examples from the authors’ experience and from published research
- tasks that encourage readers to relate the steps to their own experience
- case studies and suggestions for further reading that put readers in touch with others’ experience
Curriculum, or course, design is largely a 'how-to-do-it' activity that involves the integration of knowledge from many of the areas in the field of Applied Linguistics, such as language acquisition research, teaching methodology, assessment, language description, and materials production. Combining sound research/theory with state-of-the-art practice, Language Curriculum Design is widely applicable for ESL/EFL language education courses around the world.
- Sales Rank: #391391 in Books
- Published on: 2009-08-22
- Original language: English
- Number of items: 1
- Dimensions: 9.00" h x .51" w x 6.00" l, .75 pounds
- Binding: Paperback
- 240 pages
Review
"Nation and Macalister have prepared a comprehensive book on curriculum design with extensive coverage of a variety of issues involved. The important message of this book is that every stakeholder in language education is a curriculum designer. Language Curriculum Design can empower them to play this role." ―Teachers College Record
"This book offers a broad understanding of the process in a clear and comprehensive, yet concise package that―along with the model itself―can confidently guide users at the classroom and program level through the complex activity of language CD."―Leigh McDowll, Nara Institute of Science and Technology, JALT Journal
About the Author
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 curriculum design, includes journal articles, book chapters and book reviews. He has taught in Indonesia, Thailand, the United States, Finland and Japan.
John Macalister is Senior Lecturer at Victoria University of Wellington, New Zealand. He�specialises in the fields of language teaching methodology and curriculum design and�draws on experience�in teacher education and curriculum design in Thailand, Cambodia, Kiribati, Vanuatu and Namibia.
Most helpful customer reviews
12 of 12 people found the following review helpful.
Helpful but wordy
By MJMCI
I have several of ISP Nation's English language teaching texts including this one. Nation (often with co-authors, in this case with John Macalister) is a well respected and practical expert in the ESL/EFL/TESOL field. His ideas are always sound and backed up with loads of knowledge about the research findings of many others. He is focussed on principles of language teaching and very critical of the many texts not based on research and current knowledge. For example most texts deal with opposites and morphologically and phonologically similar words together, but Nation points out research that indicates that this can be a source of interference in learning and remembering new vocabulary.
This text is extremely practical and covers all the essential considerations that need forethought and attention when designing a language curriculum. Nation does not recommend a single approach that could be "grafted on" to any existing language teaching and learning situation. The chapters are well-sequenced and contain much helpful advice and many suggestions and ideas for class use. He is blunt about some of the failings of many published course books intended for the language learner.
One quibble I have is with the text itself. In some places it reads as if it were dictated as the sentences ramble on where a couple of short sentences would be clearer. I am an experienced language teacher but found myself having to read some paragraphs aloud to myself in order to be clear about what is the important part of the message. Some careful editing would make the book easier to read and the content easier to grasp. (But it is better than another of Nation's texts: Learning Vocabulary in Another Language which really needs severe editing.)
Another minor quibble is that, as with many references for English language teachers, the examples look mostly at the needs of English learners living in English speaking countries. For those of us working in NES countries it is easy to feel a little overlooked.
But, in general, this text is as helpful as anything I have found for the English language teacher.
6 of 6 people found the following review helpful.
Curriculum design made approachable
By Emilia
Language Curriculum Design is a concise, easy-to-follow guide to curriculum design using the latest research. Teachers will find this useful for both ESL and EFL/TESOL contexts among others, and suitable for many different types of teaching. The chapters are short, yet full of useful information for both theory and practice. And bonus, it arrived very promptly!
2 of 3 people found the following review helpful.
A Clear Voice in the Debate
By ARWoollock
It is important to remember that there are no hard-and-fast rules when it comes to teaching, and certainly not language teaching. Whichever of the main varietals you work with TEFL/TESL/TESOL/LOTE etc. you are always going to find things that don't work, that do work - and then don't work. Teaching any language is a fluid practice that has as much to do with the learners' attitudes/desires/culture/characters/predispositions/fears as it does with the nuts-and-bolts of grammar and syntax.
That established, however, there are certain 'ground rules' - certain mainstays that can give the novice a strong foundation upon which to build - and this texts presents those in a clear, concise, precise and ultimately very readable format. The book is well designed and the kind of reference resource that allows the reader to interact with it, put it down and then come back. The tone of the text is respectful, professional and not at all condescending - so it should suit both those experienced in the field and those new to it too. The chapter lengths are perfect, not too long and cover most bases.
If there is a criticism, then I would say that there needs to be more attention paid to progressive paradigms. Whilst there is a chapter on 'negotiated syllabi' (not syllabuses!!!) As an experienced professional, myself, I personally would have liked a couple more chapters on alternative/democratic/critical/emancipatory approaches to curriculum design - maybe that would be an idea for a follow-up text. The aforementioned said, clearly the book is a practical 'hands-on' life-raft for those charged with language curriculum design and perhaps my area of interest would cause confusion for newcomers.
To summate, an excellent book on a potentially dry topic, clear and concise, lots of food for though and yet lots of confirmations too. A valuable reference for any education professional charged with curriculum development - regardless of your discipline.
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