ABSTRACT
The purpose of this chapter is to explore what curriculum developers can learn from comparing the assumptions of traditional language curriculum development with the assumptions of English as an international language (EIL) curriculum development. To that end, the following issues are addressed: choosing the target language and culture; considering why people learn English; deciding who should be included in the curriculum; delimiting the curriculum; choosing the basic units of analysis in the curriculum; selecting from among the basic units of curriculum; as well as organizing and sequencing the curriculum. The chapter ends by suggesting procedures for developing EIL curriculum and directions for future EIL curriculum research.
