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"Ron White approaches ELT curriculum issues by making the case that however desirable curriculum renewal/change within the financial and administrative constraints of existing educational systems might be, the reality is frequently problematic. This book seems particularly aimed at educational administrators and teachers who want to expand their rudimentary knowledge of the subject, and ample background is provided via the author′s thorough historical overview of the development of ideas on language teaching." Leslie F. Sheldon, Times Higher Educational Supplement
"It makes fascinating reading . . . I couldn′t put it down . . . The synthesis of the field is excellent and the treatment is very clear so that it really is the kind of book that our students need to have. It is going to be one of those fundamental texts which we will all be referring to in the future." Ken Cripwell, ESOL
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ELT teachers today are faced with a bewildering choice of aims, methods and materials. How can they design or choose language curricula best suited to their learners′ needs? What options are open to them in designing and introducing new Syllabuses and methods? In answering these questions, the author begins by reviewing historically the development of ideas on language teaching and language curriculum. He describes various types of syllabus, both past and current, and he highlights the assumptions, principles and aims underlying them. Proposing curriculum renewal is one matter; introducing it into an existing system is quite another. The effective management and implementation of curriculum change forms the basis of the successful introduction of new syllabuses, materials and methods, issues about which the author offers theoretical guidance and practical advice based on evidence derived form the study of innovation in education.
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I have written this book in the way that I have because I have become increasingly aware that the the issues which face anyone concerned with developing and introducing a new language syllabus are not only - or even primarily - questions of content. Read the first page
Front Cover | Copyright | Table of Contents | Excerpt | Index | Back Cover
I have written this book in the way that I have because I have become increasingly aware that the the issues which face anyone concerned with developing and introducing a new language syllabus are not only - or even primarily - questions of content. Read the first page
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Front Cover | Copyright | Table of Contents | Excerpt | Index | Back Cover
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1 review
classic ?
6 Jan 2011
Format:Paperback
I think that this book is a clear sign that TESOL and Language Education need to develop inroads into Education proper.
This book is necessary to ESL instructors and is one of "the" books out there on the market, and linguists and language teachers should read this with some scrutiny. Why are we not developing curricular models based on generative topics and performance views of understanding? Models like Teaching for Understanding (TfU) and Understanding by Design (UbD) are very flexible and pedagogically sound frameworks that lend themselves to language teaching.
My criticism is not against White, the book is fine, the criticism is against TESOL and ELT not developing curricular frameworks that are complete and workable. I have been in TESOL for 15 years now and like to ask instructors what framework they use to design curriculum with. Educators with a lot of experience often come-up short. The didactic nature of the field crates this scenario. These are just my feelings - but based on studies and experience in various nations as an ESOL instructor.
So a 5 for the book. It is great. A 1 for the philosophies being presented (nothing against White I want to emphasize).
This book is necessary to ESL instructors and is one of "the" books out there on the market, and linguists and language teachers should read this with some scrutiny. Why are we not developing curricular models based on generative topics and performance views of understanding? Models like Teaching for Understanding (TfU) and Understanding by Design (UbD) are very flexible and pedagogically sound frameworks that lend themselves to language teaching.
My criticism is not against White, the book is fine, the criticism is against TESOL and ELT not developing curricular frameworks that are complete and workable. I have been in TESOL for 15 years now and like to ask instructors what framework they use to design curriculum with. Educators with a lot of experience often come-up short. The didactic nature of the field crates this scenario. These are just my feelings - but based on studies and experience in various nations as an ESOL instructor.
So a 5 for the book. It is great. A 1 for the philosophies being presented (nothing against White I want to emphasize).
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