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Changing Directions in Language Curriculum Design

  • Elite Olshtain

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Language syllabus or curriculum design is a constantly changing and continuously expanding sub-field of applied linguistics, as pointed out by Yalden (1987). In its historical development it has drawn, on the one hand, upon general syllabus design, and on the other hand upon relevant fields in applid linguistics such as: language teaching methodology, second language acquisition research, and language planning and policy making. The interaction with these fields of specialization has enriched the process of curriculum design and made it senstive and responsive to needs on the one hand and to research and evaluation on the other.

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Breen, M. P. 1989. The evaluation cycle for language learning tasks. In Johnson, R. K. (ed.) The second language curriculum. Cambridge: Cambridge University Press. 187206.
Breen, M. P. and Candlin, C. N.. 1980. The essentials of a communicative curriculum in language teaching. Applied linguistics. 1.2. 89112.
Breen, M. P. and Candlin, C. N. et al. , 1989. The evolution f a teacher training programme. In Johnson, R. K. (ed.) The second language curriculum. Cambridge: Cambridge University Press. 111135.
Brown, J. D. 1989. Language program evaluation: A synthesis of existing possibilities. In Johnson, R. K. (ed.) The second language curriculum. Cambridge: Cambridge University Press. 222241.
Low, G. 1989. Appropriate design: The internal organization of course units. In Johnson, R. K. (ed.) The second language curriculum. Cambridge: Cambridge University Press. 136154.
Nunan, D. 1989. Hidden agendas: The role of the learner in programme implementation. In Johnson, R. K. (ed.) The second language curriculum. Cambridge: Cambridge University Press. 176186.
Rutherford, W. E. 1987. Second language grammar: Learning and teaching. London: Longman.

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Changing Directions in Language Curriculum Design

  • Elite Olshtain

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