Language Curriculum Development

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Abstract
In this survey paper the field of language curriculum develop ment is defined as encompassing the processes of needs analysis, goal setting, syllabus design, methodology and evaluation. Each of these curriculum processes is surveyed and issues and practices in each area are discussed. Needs analysis is discussed in relation to language pro gram planning and evaluation and different needs analysis pro cedures are examined. Different approaches to the planning of pro gram objectives in language teaching are illustrated and a distinction between behavioural, process, content and proficiency-based objec tives is made. The status of methodology within curriculum develop ment is discussed in terms of a distinction between content oriented methods and those concerned primarily with instructional processes. The role of a syllabus within each approach is illustrated. The need for an empirical basis for methodological statements is emphasized and it is suggested that the classroom processes methods generate cannot necessarily be inferred from the philosophy of the method itself. The role of evaluation is discussed and different procedures used in summative and formative evaluation in language teaching are surveyed. The paper emphasizes that language curriculum develop ment is not generally viewed in language teaching as a systematic set of interrelated processes and procedures which generate the data needed to develop sound educational practices. This may account for the lack of rigour and accountability in many language teaching pro grams.

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