MAAL6002 Second Language Curricula
COURSE COORDINATOR AND TEACHER:
Dr. Lillian Wong
E-mail: lillianwong@hku.hk
COURSE TEACHER:
Dr. Natalie Fong
E-mail: fongsn@hku.hk
OVERVIEW
The purpose of this course is to introduce key concepts and skills in the planning, implementation and evaluation of language curricula for a range of teaching contexts and situations. The course will help you to define key concepts in curriculum design for both general and English for Specific Purposes courses, and develop and evaluate a framework for a task, genre, or outcome-based curriculum.
COURSE LEARNING OUTCOMES (CLOs)
At the end of the course, you should be able to:
- define and discuss the nature and process of curriculum design, innovation, renewal and quality assurance within a variety of contexts
- articulate your understanding of the nature of language, language learning/teaching, and the learner
- describe and critique various types of curricula design including linguistic-based (esp. genre and text-based approach), learner-centred (e.g., task-based), and learning-centred (outcome-based)
- develop and critique a framework for a task-based, genre-based or outcome-based curriculum for a specific context
APPROACH
The course will be structured around pre- and post-session readings, small group tasks and activities and input from the facilitators. The tasks will provide you with an opportunity to learn from one another and reflect on your own learning.
SCHEDULE
| Session | Topic |
| 1 | Curriculum design and development, innovation and change |
| 2 | The cycle of curriculum design: Understating the context |
| 3 | The cycle of curriculum design: Developing curriculum relevant to the context |
| 4 | Linguistic-based curricula: Genre and text-based |
| 5 | Learner-centred curricula: Task-based |
| 6 | Learning-centred curricula: Outcome-based |
| 7 | The cycle of curriculum design: Evaluating the curriculum and quality assurance |
| 8 | Curriculum applications |
ASSESSMENT
One assignment of 2,500 words involving curriculum design and critique for a specific audience. Details will be negotiated with the course teachers.
CORE TEXT
Christison, M., & Murray, D. E. (2022). What English teachers need to know. Volume III: Designing Curriculum (2nd ed.). Routledge.
You should obtain this book and read the first two chapters before the course begins.
KEY REFERENCE
Hyland, K., & Wong, L. L. C. (Eds.). (2013). Innovation and change in English language education. Routledge. DOI: https://doi.org/10.4324/9780203362716
Available at: https://www.routledge.com/Innovation-and-change-in-English-language-education/Hyland-Wong/p/book/9780415826877
Also available online via the HKU Library.
OTHER USEFUL TEXTS
Articles
Graves, K. (2008). The language curriculum: A social contextual perspective. Language Teaching, 41(2), 147-181. doi:10.1017/S0261444807004867
Richards, J. C. (2013). Curriculum approaches in language leaching: Forward, central, and backward design. RELC Journal, 44, 5-33. doi:10.1177/0033688212473293
Waters, A. (2014). Managing innovation in English language education: A research agenda. Language Teaching, 47 (01), 92-110. doi:10.1017/S0261444813000426
Books
Coniam, D. (Ed.) (2014). English language education and assessment: Recent developments in Hong Kong and the Chinese Mainland. Springer.
Hall, G. (2016). The Routledge Handbook of English Language Teaching. Routledge. DOI: https://doi.org/10.4324/9781315676203
Hyland, K., & Wong, L. L. C. (Eds.). (2019). Specialised English: New directions in ESP and EAP research and practice. Routledge. DOI: https://doi.org/10.4324/9780429492082
Macalister, J., & Nation, I. S. P. (2020). Language curriculum design (2nd ed.). Routledge. DOI: https://doi.org/10.4324/9780429203763
Nunan, D. (2010). Task-based language teaching. Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511667336