RELO Resources
Curriculum Development and Materials Development
Last Updated 02/05
Course Design (Call no. C /0310/ 1986)
Farida Dubin & Elite Olshtain
Cambridge University Press 1986
Recognizing that teachers are often involved in planning and developing courses as part of their responsibilities, the authors of this book have set out to describe the factors that must be considered in constructing courses and materials. They cover: the fact-finding stage, establishing realistic goals, surveying existing programs, realizing goals through instructional plans, selecting the shape of the syllabus, and considerations involved in constructing communicative curricula and syllabuses. All of these aspects are considered against current theories of language learning. Examples of different types of materials are discussed, and the process of creating materials is described as the link between the syllabus and the audience. The book ends with a survey of the practical issues involved in organizing writing projects. The book is intended for teachers (and teachers in training) who may be involved in course planning and materials development either on a larger scale, or simply within their own institution.
Curriculum Development in Language Teaching (Call no. C /0311/ 2001)
Jack C. Richards
Cambridge University Press 2001
This text provides a systematic introduction to the issues involved in developing, managing, and evaluating effective second and foreign language programs and teaching materials. Key stages in the curriculum development process are examined, including situation analysis, needs analysis, goal-setting, syllabus design, materials development and adaptation, teaching and teacher-support, and evaluation. Taken into account are such factors as program content, program context, learner needs, teaching aims and objectives, and the selection of instructional materials. Practical task and discussion activities throughout the book enable it to be used both in in-service courses and as a reference text for coordinators, teachers, and program administrators.
Designing Language Courses (Call no. H /0802/2000)
Kathleen Graves
HEINLE & HEINLE 2000
Designing Language Courses: A Guide for Teachers is a clear and comprehensive overview of course design. This text provides a practical guide to designing language courses by encouraging teachers to explore ways of planning and organizing content, and evaluating materials.
Designing Tasks for the Communicative Classroom (Call no. C /0312/ 1989)
David Nunan
Cambridge University Press 1989
A major addition to the growing body of work on communicative language teaching, this book provides a balanced introduction to the theoretical and practical aspects of communicative task design. It is targeted toward all second and foreign language teachers, and is ideal for innovative teachers who wish to develop their own tasks, or adopt/adapt those of others. The purpose of the book is to integrate recent research and practice in language teaching into a framework for analyzing learning tasks. This framework should help foreign and second language teachers select, adapt or create their own communicative tasks. Intended for both practicing and trainee teachers of second or foreign language; the ideas presented can be employed in a variety of teaching situations with different levels of students. It should be useful for teachers of children and adults, and to teachers of English for Specific Purposes as well as those of general purpose English.
ESL Standards for Pre- K- 12 Students (A Project) (Call no. T /2012/ 1997)
Helen Kornblum & Marilyn Kupetz (Ed.)
TESOL 1997
Excellent source for helping plan units & lessons - especially for novice ESL teachers!
Syllabus Design (Call no. O /1544/ 1988)
David Nunan
Oxford University Press 1988
An introduction to language syllabus planning, aimed at teachers who wish to gain a deeper understanding of the principles involved in selecting, grading and integrating the elements of a syllabus. The book combines text and task, allowing teachers to relate the subject to their own professional experience and to develop the skills to evaluate, modify and adapt the syllabuses with which they work. This series is designed to involve language teachers in their own professional development. It is intended to act as a guide in the processes of critical enquiry and informed practice. There are three sub-series in the scheme, each focusing on different aspects of the language teaching process: language knowledge, modes of behavior and modes of action. Each book in the scheme has three sections, a combination of text and tasks. Section one considers theoretical issues; Section Two shows how these issues have been realized in teaching materials and Section Three suggests action research that teachers can carry out in their own classrooms.
Teachers as Course Developers (Call no. C /0330/ 1996)
Kathleen Graves, (Ed.)
Cambridge University Press 1996
This collection illuminates the process of course development through the narratives of six ESL/EFL teachers who have designed courses in widely varying contexts worldwide. Graves provides a framework for course design and examines how these six teachers have utilized or departed from the framework in meeting the challenges of their particular situations. Each narrative is followed by an analysis and a set of tasks that direct the reader's attention to a particular aspect of the framework.
Designing Language Teaching Tasks (Call no. MA/1302/2003)
Keith Johnson
Macmillan 2003
Designing Language Teaching Tasks provides a research-based account of how experienced teachers and task designers prepare activities for use in the language classroom. It gives detailed information on the procedures which designers follow. The book is a description of research and will therefore interest applied linguists and students in the field. It is written in a clear and comprehensible way, and should appeal to all those who want to learn to write good language teaching-materials.
The Elements of Language Curriculum Call no. H /0816/ 1995)
James Dean Brown
Heinle and Heinle 1995
This book is quite useful for writing researcher paper on language curriculum or program evaluation. It is academically valuable, but it is also easily understandable for everyone because the language is not difficult at all. It has good literature review of related topics. It also includes real examples of some ESL programs in the US. This book helped me a lot to write a research paper on a language course evaluation. It is good for individual use as well as a textbook for any graduate course of curriculum development or evaluation. Plus, the layout of this book is pretty pleasant.