Some Theoritical Considerations Of English Language Teaching Curriculum Development

Sahuddin Sahuddin

Abstract


Teaching language in classroom at all levels in ELT curriculum sets up the main goal to learn and to teach language as to achieve discourse competence oral or written. Discourse means texts whether transactional or inter-personal written or oral. This means that students can do many types of action using language in a specific context such as in classroom, but this does not mean that they are not being taught other things out side of the classroom environment around them. The supporting competencies (linguistic, socio-culture) can include many themes and topics as presented in each subcomponents in competency. There are four steps of language learning can be applied and planned by teachers before teaching. Building knowledge of the field: guiding students to understand/elicit the main principles of the materials. Example, writing simple transactional conversation text. Modeling of the text: teachers give model of what they are doing. Teachers present an example of the transactional conversation text. Joint construction: collaborate with students while they are doing the simple conversational transactional text. Independent construction: let them do the simple conversational transactional text independently.


Full Text:

PDF

References


Celce-Murcia, M., Z. Dornyei and S. Thurrel (1997) Direct approaches in L2 instruction: A Turning Point in communicative Language Teaching. TESOL Quartely 31(1) 141-152.

Canale, M.,& Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.

Chomsky, N. (1957). Syntactic structures.The Hague: Mouton.

Feez, S. (2002) ‘Heritage and innovation in second language education’ in A. M. Johns (eds.): Genre in in the Classroom: Multiple perspectives. Mahwah, N.J.: Lawtance Elbaum Associates. Pp.43-69.

Hammond, J. and M. Macken-Horarik (1999) Critical Literacy: Challenges for ESL Classrooms: TESOL Quartely 33(3), 141-544.

Hallliday, M. A. K. (1970). Language structure and language function. In J. Lyons (Ed.), New Horizons in linguistics (pp. 140-165). Middlesex, England: Pinguin Books.

Halliday, M. A. K. (1992b). The notion of ‘context’ in language education. In: le, T., McCausland, M. (eds), Interaction and development: proceedings of the international conference, Vietnam, 30 March-1 April 1992. University of Tasmania: Language Education.

Halliday, M. A. K. (2002). Linguistic Studies of Text and Discourse. Continuum. London. New York.

Jack C. Richard (2006) Curriculum Development in Language Teaching. Cambridge University Press.

Karl Krahnke (1987) Approaches to Syllabus Design for Foreign Language Teaching. Printice-Hall, Inc.

Krashen, S. D. (1984). Immerson: Why it works and what it has taught us. Language and society, 12, 61-64.

Murray Print (1991) curriculum Development and Design. Sydney. Allen&Unwin Pty.Ltd

McCharthy, M.J. and R. A. Carter (2001) Language as Discourse: Perspective for Language Teaching. London: Longman.

Skilbeck, M. (1976) school-Based Curriculum Development and Teacher Education. Mimeograph OECD.

Vygotsky, L. S. (1978) Mind in Society: The Development Higher Psychological Processes. Cambridge, M.A: MIT Press.




DOI: https://doi.org/10.29303/jipp.v4i1.77

Refbacks

  • There are currently no refbacks.


Indexing

JIPP's Visitors

Flag Counter

Statistik

Editor's Office

Jurnal Ilmiah Profesi Pendidikan

FKIP Universitas Mataram, Jln. Majapahit no. 62 Mataram 83125, Lombok, NTB Indonesia

 

Creative Commons Licence
This work is licensed under a
Creative Commons Attribution-ShareAlike 4.0 International License.