ABSTRACT

The ‘curriculum’ of a given institution or language program can be looked at from different perspectives. On the one hand, it can be seen as a statement of intent, the ‘what should be’ of a language program as set out in syllabus outlines, sets of objectives, and various other planning documents. Another perspective is that of the curriculum as ‘reality,’ that is, in terms of what actually goes on from moment to moment in the language classroom (Nunan, 1988).