1. The Origin of Language Curriculum Development
By J. C. Richards

2. Reasons & Concerns What procedures to determine content?
What are learners’ needs and how to determine them?
What contextual factors to be considered for a program?
Nature of goals & objectives and how to determine them?
What factors to be considered in syllabus & lesson plan?

3. Reasons & Concerns 6. How to provide good teaching?
7. What issues for selecting, adapting, & designing materials?
8. How to measure effectiveness of a program?

4. Historical Background
Syllabus: a specification of the content of a course of instruction and lists what will be taught and tested
-GTM
-Direct Method
-Structural Method
-Reading Methods
-ALM
-Situational Method
-CA

5. Vocabulary Selection
-Number of words to include -Word frequency list (3000 words makes up 85% of words used on a daily basis) -Frequency & range of words NOT sufficient -Teachability, Similarity, Availiabilty, Coverage, Definining power -basic vocabulary-lexical syllabus, Corpus

6. Grammar Selection & Gradation
-Systematic efforts to present structural items -Different amount/emphasis of grammar in materials -Gradation: grouping & sequencing of teaching items in a syllabus based on intuitive criteria of simplicity & learnability

7. Grammar Selection & Gradation
Some principles
-Simplicity & Centrality
-Frequency
-Learnability (CA, morphemes studies; Dulay & Burt, 1973, 1974): See p. 12
-Commenius: A clear chain of connection needed

8. Approaches for Gradation
-Linguistic Distance: Cognate vs. Non-cognate -Intrinsic Difficulty -Communicative Need -Frequency ***Linear, Cyclical, Spiral: mostly linear though the others are ideal!!!

9. Approaches for Gradation
* Grammatical syllabus specifications: -Fries: Teaching & learning English as a foreign language(1946), the Structure of English (1952) -English Language Institute of the Univ. of Michigan: core grammatical structure for ESL -Hornby: Guide to patterns and usage in English(1954), The teaching of structural words & sentence patterns (1959)

10. Assumptions of Early Approaches
Vocabulary & Grammar as basic units of language?
Learners everywhere have the same needs?
Exclusively on learners’ language needs?
Process of learning a language is determined by the textbook?
From syllabus design to curriculum development for diverse learners of ES/FL or Wes?