1. CURRICULUM DESIGN
TESOL 503
Hyekyoung Kim

2. Curriculum development process
1. Situation analysis
2. Needs analysis
3. Problematizing
4. Specifying goals
5. Conceptualizing a course syllabus
6. Selecting textbooks, materials, and resources
7. Assessment
8. Program evaluation

3. Case
To offer four weeks summer short course in english(San Francisco State University)
-45 students
-age 18-24
-strict serious course in academic english
Proficiency – high intermediate to advanced level
5days/week, 4-5hour/day
Want to reisde in dormitories and eat meat there
Excursions to various sights in San Francisco

4. Situation analysis
1. Educational setting : ►Institutional Framework ►Broad instructional goals ►Structure ►Physical condition(classroom) Resource(labs, computers, AV, materials) ►Learner 2. Class characteristics ►Homogeneity of learners ►Size of class ►Relationship to other

5. Situation analysis
3. Faculty characteristics ►Qualification of teachers ►Working condition(hours of teaching, support service) ►Collaboration among teachers. 4. Governance of course content ►Determine course content ►Extent of teacher to choose content or adapt content 5. Assesment and evaluation requirements ►Assessing students

6. Need analysis 1. Obejective needs :
►Analyzed through test data, questionnaire results, teacher reports. Observations. And interviews of teachers and students.
►Information :
- demographic data on learners
- needs expressed in terms of proficiency levels.
- language skills to be addressed
- what learners need to do in English

7. Need analysis 2. Subjective needs observation, opinions of experts.
►interview, questionnaire, perception,
observation, opinions of experts.
►Information
- learners’ attitudes toward the L2 and culture
- expectations that students have of themselves and of the course
- purpose
- specific language skills that students wish to focus on
- preferences(styles, strategies)

8. Problematizing ►Institutional requirements and conditions
Anticipating impediments, issues, and other potential obstacles in advance →to prepare expected problems to save the untold hours of effort
►Institutional requirements and conditions
►Administrative authorities(approval, budget, space, staffing)
► Contradictions(between learners need and institutional constraints)

9. Problematizing
►Budgetary constraints(efficiency and accomplishing of goals) ►Faculty qualifications ►Conflicting expectations between administrators and teachers. ►Students assessment

10. Specifying goals 1.Goals 2. Objectives
Rather broadly based aims and purposes in an educational context
2. Objectives
Much more specific than goals in conception and context. Objectives usually refer to aims and purposes within the narrow context of a lesson or an activity within a lesson

11. Conceptualizing a course syllabus
The elements of language curriculum
(James Dean Brown)
Page 7
Table 1.4 syllabus

12. Conceptualizing a course syllabus
Syllabus provide a focus for what should be studied, along with a rationale for how that content should be selected and ordered. 1. Structural syllabus 2. Situational syllabus 3. Topical syllabus 4. Functional syllabus 5. Notional syllabus 6. Skills syllabus 7. Task syllabus

13. Selecting textbooks, materials, and resources
Cunningsworth’s Guideline
- They should correspond to learners’ needs.
- They should match the aims and objectives of the language prgram
- They should reflect the uses that learners will make of the language.
- they should take account of students’ needs as learners and should facilitate their learning processes, withough dogmatically imposing a rigid method.
- they should have a clear role as a support for lerning

14. Selecting textbooks, materials, and resources
Five major categories to consider in choosing a textbook
The elements of language curriculum
(James Dean Brown)
Page161
Table 5.6 Checklist for adopting textbook

15. assessment Four Categories - Proficiency decisions
- Placement decisions
- Achievement decisions
- Diagnostic decisions
Traditional periodic tests
-quizzes, multiple-choice tests, fill-in-the-blank tests. Other test
Alternatives techniques
- in Journals, portfolios, conferences, obsevations, interviews, self-and peer-evaluation.

16. Three factors of evaluation
Program evaluation
Three factors of evaluation
STUDENT
TEACHER
PROGRAM

17. Program evaluation

18. The elements of language curriculum
Program evaluation
The elements of language curriculum
(James Dean Brown)
Page 20
Table 1.2

19. Class setting
EFL, 10 students, Church Education(Based on Sunday school), elementary school students(1~3grades) Bilingual teacher.
Teachers English proficiency: speaking is native speakers’ level or advanced.
English & Korean: mainly English is used in the class but, brake time or discussion or after class, they are allowed to speak Korean.
This course takes 6months, one hour per week (24 hours)
There are 22 stories in the text book (Old testament & New testament)

20. Case 1. Needs.
1. Problem at present - The bible has small letters for her - Difficult vocabulary 2. Priorities for the student to learn - Bible contents - English skills 3. Abilities at entry of target student - Communicate in English. 4. Attitude of target student - She is active in interview.

21. Case 2 Class setting 20-40 years old
International English language learners
ESL setting
English conversation (speaking)
One semester
4 month (16 weeks)
Total 48 hours-3 hours/week

22. Case 2. Needs
Our target group needs to improve on their spe aking skills.
⇒ Because our target group, even though they have li ved here average 3 or 4 years, they still feel uncomfor table when they communicate with English speakers.
Our target group needs to improved grammar s kills.
⇒ They need relevance of grammar instruction that c onnects grammar points with communication contexts .
Our target group needs to improved daily vocab ulary words and idiomatic expressions.
In conclusion, our target group needs to improv e communicative competence.