This book applies social theory to curriculum design and sets out a program for language curriculum renewal for the 21st Century. It includes many examples of text-based curricula and describes a plan for curriculum renewal based on these texts as the unit of analysis for planning, for teaching and for assessment. Underpinned by Halliday’s semiotic theory of language, the book combines the theory of language as a resource for meaning-making with learning language as learning to mean. The curriculum design constructs curriculum around social practices and their texts rather than presenting language as grammatical and lexical objects. This work will provide teachers, teacher educators and curriculum planners with a curriculum model for teaching children and adults in different contexts from preschool to adult education as well as serving as a practical guide for students.

This book fills a gap in language education through the application of social theory to curriculum design. It describes an integrated theoretical framework for curriculum design and presents examples of text-based curriculum. As such, it will provide teachers, teacher educators and curriculum planners with a curriculum model for teaching children and adults in different contexts from preschool to adult education as well as serving as a practical guide for students training to become teachers.

Introduces the concept of language socialization by providing case studies from various classrooms around the world.

Case studies are a powerful pedagogical tool for illuminating constructs and models in real-life contexts. Covering a wide range of teaching-learning contexts and offering in-depth analyses of ESL/ELT language curriculum design issues, this casebook is distinctive and unique in that each case draws on and is clearly linked to a single model presented in Nation and Macalister’s Language Curriculum Design (www.routledge.com/9780415806060), giving the book a high degree of coherence. A short commentary by the editors after each case highlights features of note and/or issues arising from it. This is a versatile text, designed to work as a companion to Language Curriculum Design (adding meaning and depth to the model presented there by relating it to a range of applications), as a stand-alone text, or as a resource for language teacher trainees, teacher educators, practicing teachers, program administrators, and materials writers in the field.

Now in its second edition, Language Curriculum Design describes the steps involved in the curriculum design process, elaborates and justifies these steps, and provides opportunities for practising and applying them. Crystal-clear and comprehensive yet concise, the steps are laid out at a general level so that they can be applied in a wide range of particular circumstances. Updated throughout with cutting-edge research and theory, the second edition contains new examples on curriculum design and development and expanded attention on environment analysis, needs analysis, and programme evaluation. The process comes to life through plentiful examples of actual applications from the authors’ experience and from published research. Each chapter also includes tasks that encourage readers to relate the steps to their own experience, and case studies and suggestions for further reading. Combining sound research/theory with state-of-the-art practice, Language Curriculum Design is widely applicable for ESL/EFL language education courses around the world.

Curriculum design options cover a continuum from regional and school-based programs to national and international frameworks. How does policy speak to practice? What have teacher-researchers discovered through in-classroom studies? Where do you begin to describe or measure ‘effective’ language education curriculum design? The Routledge Handbook of Language Education Curriculum Design presents a comprehensive collection of essays on these issues by 31 established practitioners and new researchers. Informed by experienced scholarship and fresh studies, this handbook shares international perspectives on language education from policy and curriculum to teacher training and future directions. The handbook addresses language education curriculum design across five sections: Language curriculum design: perspectives, policies and practices Designs across the curriculum Curriculum designs in language education Curriculum resources, evaluation and assessment Teacher education, research and future projects With contributions from Australia, Brazil, Indonesia, Switzerland, Timor-Leste and more, the handbook represents the breadth of research into and the global implications for sound language education curriculum design. It considers equally the needs of students and policy makers from urban metropolises and remote communities. It is designed to reinvigorate discussions about education policy, curriculum management and the role of teacher-researchers.

Crystal-clear and comprehensive yet concise, this text describes the steps involved in the curriculum design process, elaborates and justifies these steps, and provides opportunities for practicing and applying them. The description of the steps is done at a general level so that they can be applied in a wide range of particular circumstances. The process comes to life through plentiful examples of actual applications of the steps. Each chapter includes: examples from the authors’ experience and from published research tasks that encourage readers to relate the steps to their own experience case studies and suggestions for further reading that put readers in touch with others’ experience Curriculum, or course, design is largely a 'how-to-do-it' activity that involves the integration of knowledge from many of the areas in the field of Applied Linguistics, such as language acquisition research, teaching methodology, assessment, language description, and materials production. Combining sound research/theory with state-of-the-art practice, Language Curriculum Design is widely applicable for ESL/EFL language education courses around the world.