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UNIVERSIDAD DE CALDAS
MASTER’S PROGRAM IN ENGLISH DIDACTICS
REFLECTIVE PAPER
LAURA SOFÍA DELGADO MUÑOZ
CURRICULUM DESIGN
Language curriculum design in Nation, I.S.P. Macalister, J. (2010) book, explains how to
design a curriculum. This book describes in an easier way the steps to develop and design
opportunities to reflect, think and create better teaching practices for the students’ benefit.
Through this paper, it is going to be described as the principal aspects of the process of creating a
One of the principal chapters of the book talks about principles. The chapter considers
three principal aspects of language teaching: content and sequencing, format and presentation,
and monitoring and assessment. All these aspects are important in developing curriculum since it
helps teachers to become reflective and observe and determine the students’ needs and how to
improve the quality of their language use. According to Richards (2005, p. 6) “In planning a
language course, decisions about the content, what vocabulary and grammar to teach at the
beginning, intermediate and advanced levels and which skills and micros kills to teach and in
Another valuable aspect described in this book is the goals, content, and sequencing of
the curriculum design because it is important to establish an order to teach the language in a
meaningful way. In Hutchinson & Waters (1993) words, to establish English competencies
needed in a workplace, a course designer can start from target needs by analyzing
the topics, functions, grammar, and vocabulary in order to create the best choices and practices to
encourage learning through the course. If the curriculum is well-developed and highly structured,
it gives the educators a solid framework to rely on and it is easy to monitor the learners’
progress.
Monitoring and assessment are also important factors to consider about designing
curriculum which is mentioned in the book. The aims of this part of the curriculum design
process are to decide what to test and how to test it. There are some types of monitoring and
assessment that can occur as part of a course. They are placement assessment, observation of
and proficiency assessment. All assessment needs to be checked to see that it is doing its job
properly and that is not causing unnecessary work. A good assessment has considered three
collaboration, and communication about curriculum goals. It provides opportunities for constant
growth and revision, particularly if they include reflective components about what really happens
in classrooms and the needs analysis for creating better courses. These opportunities build
493 words
References
Hutchinson and Walters. (1993). English for Specific Purpose. Cambridge: Cambridge
University Press.
Nation, I.S.P. Macalister, J. (2010). Language Curriculum Design. New York, NY: Routledge.