Develop Guiding Questions:
General Constraints Particular Constraints Effects on Curriculum Design
What tools and materials can - Are there computers, - Incorporate technology-
we use to teach languages in projectors, or tablets available enhanced learning if possible.
this school? for use? - Combine digital and
- Is there access to online traditional resources.
resources or a language lab? - Create print-based or low-
- Are textbooks, workbooks, or tech versions if resources are
printed materials current? limited.
Who are our students and what - Are students at the A2-B1 - Differentiate instruction to
is their proficiency level? level or more diverse in meet varying proficiency
proficiency? levels.
- Do students have similar or - Focus on communicative
varied educational tasks suitable for A2-B1
backgrounds? learners.
- Are there differences in - Incorporate flexible grouping
motivation or learning styles for mixed-level instruction.
among students?
How much time do we have - How much total time is there - Focus in on necessary
for language classes each to spend on general language language skills and goals if
week, and how many students learning? there is not enough time.
are in each class? - How large is the class? - Increase group and pair work
(fewer than 20, between 20-30, to maximize class participation
or more than 30?) for a large class size.
- Plan intensive practice
sessions if time is limited.
What are the specific language - Are the goals focused on - Emphasize skills needed for
skills we want our students to speaking, listening, reading, exams like TOEFL.
learn? writing, or a balance? - Balance skill development
- Are students preparing for across receptive and
specific exams or real-world productive skills.
communication? - Use tasks for real-world
language.
Are there any activities or - Are extracurricular language - Encourage participation in
clubs outside of class to help clubs, conversation groups, or language clubs to reinforce
students learn languages? competitions available? classroom learning.
- Are there opportunities for - Assign projects that relate
cultural exchanges or language class work to after-school
immersion activities? activities.
- Offer optional enrichment
activities or language games
for extra practice.
Data Collection and Justification:
Hypothetical Data:
Resources: The foreign language department provides some materials and books that will be
covered in the lessons. Each class has access to a smart board and speaker.
Demographics: The student population comprises 90% native Turkish speakers and 10% bilingual
students with varying degrees of proficiency in English. Students' majors will vary. For example,
while one is studying history, the other will be studying engineering. However, since it is a technical
university, an excess of students studying in departments such as engineering can be observed.
Class Time: Each class meets 5 times a week, with an average class size of 30-35 students. The daily
program consists of 6 lessons, each of 45 minutes.
Proficiency Goals: The school aims for students to achieve a minimum score of 80 on the TOEFL
iBT by the end of their preparatory year.
Extracurricular Programs: There are clubs where students participate lesson and speaking
meetings focused on English.
Ranking of Constraints:
1. Mixed Student Proficiency Levels
2. Limited Class Time
3. Resource Availability
Provide Justifications:
Mixed Student Proficiency Levels: This is one of the most important constraints as this will have a
direct impact on the teaching plan. Although there will be a placement exam to put the students to
classes according to their proficiency level, we will have students that proficient at many different
levels and appropriate amounts of differentiation will need to take place in order to keep all students
engaged and progressing at their own rate. Implementing a system of assignments with varying
levels of difficulty and leveraging peer support might be a part of this.
Limited Class Time: Outlines of a syllabus include so much and due to this, depth get missed. The
pacing of instruction is streamlined to ensure essential skills and concepts get covered – crucial for
the TOEFL The restriction forces an emphasis on effective pedagogy and most essential material.
Resource Availability: Department provides language materials and books, but they might not be
enough. Students may be limited in terms of engagement and learning outcomes due to restricted
access to the latest technology or experienced materials. This limitation needs to be addressed
otherwise curriculum cannot be enriched with different and productive teaching aids that helps in
making learning and teaching more effective.
Implications for Curriculum Design:
Goals: The broader aims of the curriculum will have to place significant focus on reaching the
TOEFL standards but will also need to be flexible enough to cater to the ones who might still be at
the basics. This could include establishing personal learning goals.
Content: The content will need to be versatile — the right balance of basic skills for beginners while
providing additional advanced practice for learners with high proficiency level. These might be
diverse resources, audio and spoken production activities tailored to various tiers.
Sequencing: The order in which lessons are sequenced will be important. To cope with varying
degrees of proficiency, begin with the basics and slowly build up from there. Assessments will guide
adjustments to pacing and focus.
Materials: The chosen materials should take into account the contradictions of building materials
and the integration of additional online tools and platforms to support learning. Offering a variety of
materials that cater to different learning styles will be critical to address all students' needs.
