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Language Curriculum Characteristics

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A presentation by professor Álvaro Muñoz. Manizales, Colombia.

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Curiculum Models Throughout History
[object Object],[object Object],[object Object]
[object Object]
[object Object],[object Object],[object Object]
Cheryl L. Champeau De Lopez(1989) ,[object Object],[object Object],[object Object]
[object Object],[object Object]
[object Object],[object Object]
Donna Brandes and Paul Ginnis(1986:3) ,[object Object]
Nunan(1988) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
DESIGNING A LEARNER-CENTRED CURRICULUM
David Nunan(1988 ) ,[object Object],[object Object],[object Object],[object Object],[object Object]
Pre-course Planning Procedure:
David Nunan(1988) ,[object Object],[object Object]
DATA : WHEN COLLECTED?  BY WHOM?  HOW? FOR WHAT PURPOSE? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object]
[object Object],[object Object],[object Object],[object Object]
[object Object]
[object Object],[object Object]
[object Object],[object Object]
[object Object],[object Object],[object Object]
Sheila Estaire and Javier Zanon(1994) ,[object Object]
Methodology: don’t choose the ‘TEACHING’ method but how the ‘LEARNING’process will be.
[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Material Design: is the most exciting, exhilarating but the most difficult part of the curriculum plan
Nunan ,[object Object],[object Object],[object Object],[object Object]
[object Object]
Evaluation: Evaluation is not only made by the teacher at the last stage of the teaching-learning process but also at each stage of the learner-centered curriculum and by the learners who are to be included in the process of evaluation.
[object Object],[object Object],[object Object]
[object Object],[object Object]
Instruments ,[object Object]
Self- assessment of proficiency ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
And learners can keep diaries for themselves helping them to see what they are doing. Here are the sample from Nunan(1988) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object]

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Language Curriculum Characteristics

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  • 10. DESIGNING A LEARNER-CENTRED CURRICULUM
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  • 27. Methodology: don’t choose the ‘TEACHING’ method but how the ‘LEARNING’process will be.
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  • 31. Material Design: is the most exciting, exhilarating but the most difficult part of the curriculum plan
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  • 34. Evaluation: Evaluation is not only made by the teacher at the last stage of the teaching-learning process but also at each stage of the learner-centered curriculum and by the learners who are to be included in the process of evaluation.
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