Curriculum
design
and
development:
Principles
and
Procedures
of
Materials
Development
Dr.
Khalid
AlGhamdi
[email protected]
@dr_kalghamdi
In
this
presentation
• What
is
a
curriculum
?
• Principles
and
Procedures
of
Materials
Development
• SLA
research
and
material
development
What
is
a
curriculum?
• It
is
defined
as
:
“A
course;
spec.
a
regular
course
of
study
or
training,
as
at
a
school
or
university”.
• In
a
broad
term,
it
refers
to
the
knowledge
and
skills
students
are
expected
to
learn,
which
includes
the
knowledge
and
skills
students
are
expected
to
learn,
which
includes
the
learning
standards
or
learning
objecNves
they
are
expected
to
meet;
the
units
and
lessons
that
teachers
teach;
the
assignments
and
projects
given
to
students;
the
books,
materials,
videos,
presentaNons,
and
readings
used
in
a
course;
and
the
tests,
assessments,
and
other
methods
used
to
evaluate
student
learning.
Standards
requirements
• When
new
learning
standards
are
adopted
at
the
state,
district,
or
school
levels,
teachers
typically
modify
what
they
teach
and
bring
their
curriculum
into
“alignment”
with
the
learning
expectaNons
outlined
in
the
new
standards.
While
the
technical
alignment
of
curriculum
with
standards
does
not
necessarily
mean
that
teachers
are
teaching
in
accordance
with
the
standards—or,
more
to
the
point,
that
students
are
actually
achieving
those
learning
expectaNons—learning
standards
remain
a
mechanism
by
which
policy
makers
and
school
leaders
aPempt
to
improve
curriculum
and
teaching
quality.
Assessment
requirements
• Another
reform
strategy
that
indirectly
influences
curriculum
is
assessment,
since
the
methods
used
to
measure
student
learning
compel
teachers
to
teach
the
content
and
skills
that
will
eventually
be
evaluated.
Curriculum
packages
• In
some
cases,
schools
decide
to
purchase
or
adopt
a
curriculum
package
that
has
been
developed
by
an
outside
organizaNon.
When
schools
adopt
a
curriculum
package,
teachers
oTen
receive
specialized
training
to
ensure
that
the
curriculum
is
effecNvely
implemented
and
taught.
In
many
cases,
curriculum
packages
are
purchased
or
adopted
because
they
are
perceived
to
be
of
a
higher
quality
or
more
presNgious
than
the
exisNng
curriculum
opNons
offered
by
a
school
or
independently
developed
by
teachers.
Principles
and
Procedures
of
Materials
Development
• What
is
material
development?
• ‘Materials
development
is
both
a
field
of
study
and
a
pracNcal
undertaking.
As
a
field
it
studies
the
principles
and
procedures
of
the
design,
implementaNon
and
evaluaNon
of
language
teaching
materials’
(Tomlinson2001
:
66).
• As
a
pracNcal
undertaking
it
refers
to
anything
which
is
done
by
writers,
teachers
or
learners
to
provide
sources
of
language
input,
to
exploit
those
sources
in
ways
which
maximize
the
likelihood
of
intake
and
to
sNmulate
purposeful
output:
in
other
words
the
supplying
of
informaNon
about
and/or
experience
of
the
language
in
ways
designed
to
promote
language
learning.
Ideally
the
‘two
aspects
of
materials
development
are
interacNve
in
that
the
theoreNcal
studies
inform
and
are
informed
by
the
development
and
use
of
classroom
materials’
(Tomlinson
2001
:
66).
Second
language
acquisition
research
and
materials
development
• What
do
we
know
about
SLA
:
•
“It
seems
clear
that
researchers
cannot
at
present
agree
upon
a
single
view
of
the
learning
process
which
can
safely
be
applied
wholesale
to
language
teaching.
(Tarone
and
Yule
1989
)
• “
No
second
language
acquisiNon
research
can
provide
a
definiNve
answer
to
the
real
problems
of
second
language
teaching
at
this
point.
…
There
is
no
predetermined
correct
theory
of
language
teaching
originaNng
from
second
language
acquisiNon
research”.
(Cook
1996
)
So
what
do
we
really
know?
What
we
do
know
about
language
learning
is
a
result
of
thousands
of
years
of
reflecNve
teaching
and
of
at
least
a
century
of
experimental
and
observaNonal
research.
If
we
combined
the
convincing
anecdotal
and
empirical
evidence
available
to
us,
we
could
surely
formulate
criteria
which
could
contribute
to
the
development
of
successful
materials.
• 1.
A
prerequisite
for
language
acquisiNon
is
that
the
learners
are
exposed
to
a
rich,
meaningful
and
comprehensible
input
of
language
in
use.
• 2.
In
order
for
the
learners
to
maximize
their
exposure
to
language
in
use,
they
need
to
be
engaged
both
affecNvely
and
cogniNvely
in
the
language
experience.
• 3.
Language
learners
who
achieve
posiNve
affect
are
much
more
likely
to
achieve
communicaNve
competence
than
those
who
do
not.
• 4.
L2
language
learners
can
benefit
from
using
those
mental
resources
which
they
typically
uNlize
when
acquiring
and
using
their
L1.
• 5.
Language
learners
can
benefit
from
noNcing
salient
features
of
the
input
and
from
discovering
how
they
are
used.
• 6.
Learners
need
opportuniNes
to
use
language
to
try
to
achieve
communicaNve
purposes.
What
principles
of
SLA
can
we
adopt
when
designing
language
material
1.
Materials
should
achieve
impact
Impact
is
achieved
when
materials
have
a
noNceable
effect
on
learners,
that
is
when
the
learners’
curiosity,
interest
and
aPenNon
are
aPracted.
If
this
is
achieved,
there
is
a
bePer
chance
that
some
of
the
language
in
the
materials
will
be
taken
in
for
processing.
• novelty
(e.g.
unusual
topics,
illustraNons
and
acNviNes);
• variety
(e.g.
breaking
up
the
monotony
of
a
unit
rouNne
with
an
unexpected
acNvity;
using
many
different
text-‐types
taken
from
many
different
types
of
sources;
using
a
number
of
different
instructor
voices
on
a
CD);
• aPracNve
presentaNon
(e.g.
use
of
aPracNve
colors;
lots
of
white
space;
use
of
photographs);
•
appealing
content
(e.g.
topics
of
interest
to
the
target
learners;
topics
which
offer
the
possibility
of
learning
something
new;
engaging
stories;
universal
themes;
local
references);
• achievable
challenge
(e.g.
tasks
which
challenge
the
learners
to
think).
2.
Materials
should
help
learners
to
feel
at
ease
•
Research
has
shown
…
the
effects
of
various
forms
of
anxiety
on
acquisiNon:
the
less
anxious
the
learner,
the
bePer
language
acquisiNon
proceeds.
Similarly,
relaxed
and
comfortable
students
apparently
can
learn
more
in
shorter
periods
of
Nme.
(Dulay,
Burt
and
Krashen
1982).
For
example
learners
:
• feel
more
comfortable
with
wriPen
materials
with
lots
of
white
space
than
they
do
with
materials
in
which
lots
of
different
acNviNes
are
crammed
together
on
the
same
page;
•
are
more
at
ease
with
texts
and
illustraNons
that
they
can
relate
to
their
own
culture
than
they
are
with
those
which
appear
to
them
to
be
culturally
alien;
• are
more
relaxed
with
materials
which
are
obviously
trying
to
help
them
to
learn
than
they
are
with
materials
which
are
always
tesNng
them.
3.
Materials
should
help
learners
to
develop
confidence
Most
materials
developers
recognize
the
need
to
help
learners
to
develop
confidence,
but
many
of
them
aPempt
to
do
so
through
a
process
of
simplificaNon.
They
try
to
help
the
learners
to
feel
successful
by
asking
them
to
use
simple
language
to
accomplish
easy
tasks
such
as
compleNng
subsNtuNon
tables,
wriNng
simple
sentences
and
filling
in
the
blanks
in
dialogues.
Thank
you
