Developing an English Language Curriculum Essay

The occupation at hand involves ontogeny a curriculum for English lyric poem that is suited for all people, coming from all over the country til now those without the basic knowledge of the address. The problem entails finding out the basis of excogitate much(prenominal) a curriculum, analyzing the content and coverage of much(prenominal)(prenominal) a curriculum, test the suitability of it to the users, outlining a sample curriculum and finding out the practicable out indite out of such a curriculum. The problem exit also wrangle the likelihood of making compromises, possible compromises, the groups affected and how to counteract the effects of such compromises.Theoretical Background and Analysis Curriculum development for wordss has for a well length of age been found on developing words responsiveness, developing confidence and competence in the use of English lyric, trying to infuse into the learners the cognitive capability, training learners to develop langua ge imaginative and emotional skills via oral, rendering and composing skills. In trying to develop any teaching curriculum, maven ass focus on the above as guideline. Traditionally, the curriculum activities accommodate been determined by use of a feature set of goals requisite to be achieved.Hence one(a) would sit down and analyze the particular things he wanted to achieve then go ahead and develop a systematic way to end up with the desired results. distress to achieve these results would be followed by tonic measures to the curriculum. However, further developments to this has led to another(prenominal) way of developing a curriculum based on the racetrack or route used to achieving desired results other than the one based on developing a curriculum on goal basis. A curriculum can be developed on the basis of tasks (Nunan, 1998). integrity cuddle focuses on analyzing the psycholinguistics involved in the acquisition of a chip language and activation of such in a clas sroom. The other approach basically focuses on the purpose the learners require the language for. Nunan and Lockwood (1991) overhear come up with a model to implement the latter approach. This involves allowing learners develop the skills of the language, extend a chance to analyze and see on how sample tasks ar solved, giving a grammatically instructed guidance for performance of various tasks, and touch on them to develop skills that are emerging in them via relation.We essential besides coif into consideration the problem at hand that the students will be evaluate to learn a second language, in this case English. Much as they will try to be achieven the above guidelines we can also be guided by a model suited for them. deuce models can be focused as a basis for this (a) The rehearsal rationale path which focuses on what they will be intending to do with the language they are learning. (b) Psycholinguistic model which answers the question on the required mechanisms to come a second language.I do thence propose that such a curriculum would entail courses that will make the learners be assimilated into a culture of having a positive response to using the English language as pertaining communication on a daily basis, training them how to communicate, write, sound off critically and solve problems using the language. Basically, since the language entails being able to read, write (which would demand knowledge on the grammar, use the language mechanics, penmanship and spelling), to listen and speak all these would be part and passel of the curriculum.Arising Effects and Addressing the Problem It is bad to develop a compromise curriculum for everyone. While some would cerebration such changes as only a waste of time and derailing their time in school since they know the basics, the learners would find an opportunity to assimilate what is unavoidable to give them an easier time in school. A compromise must however reduce the likelihood of going in to what the newcomers can found out for themselves. Since they already have come to study various courses in the initiation, it can be assumed as well that most of them will be sure of the challenges involved.Instead of say reaching a separate academic year to go through the curriculum, the curriculum can be made to fit into their computer program as they go through other courses of their study. One can therefore fit in two courses of studying English in their offset year of study. The first course, for example can contain courses for the students to learn communication, writing and reading skills, while in the subsequent term, the second course can entail courses challenging students to thinking critically, analytical skills, interpretation skills, and using the language to formulate ideas.It must be considered that students will have to be undecided to acquiring a second language by presenting one which is a bit more complex that which they have and they will gain maximally. This was a belief in input hypothesis by Krashen (1981, 1982) which has acted on for more researches. The next step would entail finding out what majority of the learners will be, their background languages and how the curriculum can be suited to favour them.A research will need to be conducted to establish what the current authority is on the ground, necessity of having such a curriculum, its implications to the students already in the institution and how they think they can be helped. It would be of little need to establish a curriculum that only duplicates work and overloads the students. In deed, this can be solved by carrying out an extensive research on the need for it, even before it is intentioned. Once there is enough evidence that such a curriculum is of necessity, one can go ahead and design it. It would be better to incorporate the views of the intended beneficiaries to this project.The curriculum should be adapt towards making sure that the students also benefit in usage of the language in other disciplines other than English itself. Therefore, a good connectivity betwixt English language skills should be ensured by the curriculum being implemented. writ of execution and Review Once the program has been implemented, there is need to keep on acquiring the feed back from the beneficiaries pertaining various courses, their benefits and what they think can be done to improve on the arising difficulties, analyzing the elements of the feed back and carrying out the corrective measures as pertaining course improvement.Conclusion In the above analysis, I have provided a basis model which can be used in developing an English language curriculum, and sort to solve problems related to its installation in any learning environment. The implementation and review section seeks to give an outline how one can put into action such a curriculum and review it. Remember that a good curriculum is the one that accomplishes its intended purpose satisfactorily. It does not mean that it is free from difficulties, but these must be dealt with.ReferenceNCCA (2008) Curriculum Online. Retrieved from, http//82. 195. 132. 34/index. asp?locID=399&docID=-1, on kinfolk 10, 2008 Krashen, S. (1981). Second language acquisition and second language learning. Oxford Pergamon Press. Krashen, S. (1982). Principles and practice in second language acquisition. Oxford Pergamon Press. Nunan D. (1998). Communicative Tasks and the Language Curriculum. Macquarie University Urbana-Champaign University of Illinois. Retrieved from http//www. iei. uiuc. edu/TESOLOnline/texts/nunan/index. html on folk 10, 2008. Nunan, D. , & Lockwood, J. (1991). The Australian English course Task based English for post-beginners. Cambridge Cambridge University Press.