ABSTRACT
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.
TABLE OF CONTENTS
section |7 pages
Introduction
section Section 1|51 pages
Language Curriculum Design
chapter 2|17 pages
Freedom and Authority, Success and Failure in Australian Education
chapter 3|21 pages
From Policy to Practice
section Section 2|46 pages
Designs Across the Curriculum
chapter 5|14 pages
Grammatics for Ameliorating Reading Comprehension Skills
chapter 6|13 pages
The Implementation of Content and Language Integrated Learning in Spain
section Section 3|83 pages
Curriculum Designs in Language Education
chapter 8|18 pages
Language and Literacy Education in Remote Indigenous Schools
chapter 9|17 pages
A University Reading and Writing Course for Indigenous Students
chapter 10|31 pages
Translanguaging the Curriculum
chapter 11|15 pages
English Language Teaching Goes CLIL
section Section 4|67 pages
Curriculum Resources, Evaluation and Assessment
chapter 12|10 pages
Transformative Curriculum Design
chapter 15|20 pages
Connecting Worlds
section Section 5|46 pages
Teacher Education, Research and Future Projects
chapter 17|15 pages
A Cross-Linguistic and Multilingual Pre-Service Teacher Education Program
chapter 18|16 pages
Building a Curriculum to Teach English to Young Learners in Brazil
section |4 pages
Conclusion