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 practical skills in the planning, implementation, evaluation and renewal of second language curricula across a range of teaching contexts and situations. The course examines how curriculum decisions are shaped by understandings of language, language learning, teaching, learners, institutional contexts and wider social needs.
Students will explore curriculum design for both general language education and English for Specific Purposes contexts. Particular attention will be given to linguistic-based curricula, especially genre- and text-based approaches; learner-centred curricula, especially task-based approaches; and learning-centred curricula, especially outcome-based approaches.
By the end of the course, students will be able to develop and critically evaluate a curriculum framework for a specific context, drawing on relevant theoretical principles, contextual analysis and appropriate quality assurance considerations.
Aims
This course aims to develop students’ understanding of key principles and practices in the design, implementation, evaluation and renewal of second language curricula. It introduces major approaches to curriculum design, including linguistic-based, learner-centred and learning-centred approaches, and examines how curricula can be developed in response to specific teaching and learning contexts.
Specifically, the course aims to help students:
- understand the nature and process of curriculum design, innovation, renewal and quality assurance;
- examine how views of language, language learning, teaching and learners influence curriculum decision-making;
- critically evaluate different approaches to second language curriculum design, including genre-based, task-based and outcome-based curricula;
- apply curriculum design principles to the development of a framework for a specific teaching context; and
- reflect critically on the challenges of implementing and evaluating second language curricula in diverse educational settings.
Course Learning Outcomes (CLOs)
Upon successful completion of this course, students should be able to:
- Explain and discuss the nature and process of curriculum design, innovation, renewal and quality assurance in a variety of second language teaching contexts.
- Articulate how understandings of language, language learning, teaching and learners inform curriculum design decisions.
- Describe, compare and critique major approaches to curriculum design, including linguistic-based approaches such as genre- and text-based curricula, learner-centred approaches such as task-based curricula, and learning-centred approaches such as outcome-based curricula.
- Develop and critically evaluate a framework for a task-based, genre-based or outcome-based curriculum for a specific educational 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.
Assessment
Students will complete one written assignment of 2,500 words involving curriculum design and critique for a specific audience. The topic and focus of the assignment will be negotiated with the course teachers.
The assignment requires students to develop and critically evaluate a curriculum framework for a specific educational context. The curriculum framework may be task-based, genre-based, text-based, outcome-based or another approach approved by the course teachers.
The assignment should be supported by relevant course readings and other appropriate academic literature.
GenAI Policy
The course will follow a balanced policy.
Core Text
Christison, M., & Murray, D. E. (2022). What English teachers need to know. Volume III: Designing Curriculum (2nd ed.). Routledge.
Students are expected to obtain the core text and read the first two chapters before the course begins. These chapters provide an important foundation for understanding key concepts in language curriculum design. Students should come to the first session prepared to discuss how curriculum design relates to their own teaching, learning or professional contexts.
Students are also encouraged to review selected readings from the key references, particularly those addressing curriculum innovation, curriculum approaches and language curriculum design.
Key References
The following list of course readings is selective. Additional readings may be distributed during the course. Students are expected to engage with the core text, key references and other relevant academic sources throughout the course. The final assignment should demonstrate appropriate use of course readings and should connect theoretical concepts in curriculum design with the specific curriculum framework proposed.
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 References
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
Books
Ahmadian, M. J., & Long, M. H. (Eds.). (2021). The Cambridge handbook of task-based language teaching. Cambridge University Press. DOI: https://doi.org/10.1017/9781108868327
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
Long, M. H., & Doughty, C. J. (2011). The handbook of language teaching. Wiley-Blackwell. DOI: https://doi.org/10.1002/9781444315783
Macalister, J., & Nation, I. S. P. (2020). Language curriculum design (2nd ed.). Routledge. DOI: https://doi.org/10.4324/9780429203763
Mickan, P., & Wallace, I. (Eds.). (2020). The Routledge handbook of language education curriculum design. Routledge.
Nunan, D. (2010). Task-based language teaching. Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511667336
Tardy, C., Caplan, N. A., & Johns, A. (2023). Genre explained: Frequently asked questions and answers about genre-based instruction. University of Michigan Press. DOI: https://doi.org/10.3998/mpub.11714330
Wong, L.L.C. (Ed.). (2024). Best practices in English teaching and learning in higher education: Lessons from Hong Kong for global practice. Routledge. https://doi.org/10.4324/9781003241188
Schedule (Semester 2)
| Session | Topic |
| 1 | Curriculum design and development, innovation and change |
| 2 | The cycle of curriculum design: Understanding 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 |