Course Design: Developing Programs and Materials for Language Learning.

Autor/inn/en	Dubin, Fraida; Olshtain, Elite
Titel	Course Design: Developing Programs and Materials for Language Learning.
Quelle	(1986), (203 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-521-27642-X
Schlagwörter	Leitfaden; Audience Awareness; Communicative Competence (Languages); Course Content; Course Organization; Cultural Context; Curriculum Design; Curriculum Development; Educational Needs; Educational Objectives; Educational Strategies; English (Second Language); Instructional Design; Instructional Materials; Language Role; Material Development; Reading Instruction; Reading Skills; Second Language Instruction; Second Languages; Social Influences + Suchen Sie Ihr Suchwort? Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Kursprogramm; Course organisation; Kurskonzept; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational need; Bildungsbedarf; Educational objective; Bildungsziel; Erziehungsziel; Lehrstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrmaterialentwicklung; Leseunterricht; Reading skill; Lesefertigkeit; Fremdsprachenunterricht; Second language; Zweitsprache; Sozialer Einfluss
Abstract	The guide for developing curricula and instructional materials is intended for use in English-as-a-Second-Language (ESL) instruction and instruction in other second/foreign languages. It presents an overview of the course designer's task and some available techniques. First, assessment of educational needs and relevant societal factors is discussed. Factors include the language setting, patterns of language use, group and individual language attitudes, and the political and national context. The second chapter provides a framework for curriculum and syllabus design, including establishment of realistic goals, surveying existing programs, assessment of materials already in use, and considering the separate purposes of curriculum and syllabus. Chapter three offers more precise techniques for translating general goals into syllabus objectives, integrating language content/process/product, and selecting the "shape" and method. Three subsequent chapters focus on design and content of the communicative curriculum and syllabus. The final three chapters address the selection or creation of materials that are socioculturally appropriate and those that emphasize reading skills, and the importance of linking the syllabus and its intended audience. A bibliography and index are appended. (MSE)
Anmerkungen	Cambridge University Press, 40 West 20th St., New York, NY 10011-4211 (paperback: ISBN-0-521-27642-X, $15.95; clothbound: ISBN-0-521-25676-3).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01