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 policymakers from urban metropolises and remote communities. It is designed to reinvigorate discussions about education policy, curriculum management and the role of teacher-researchers.
| Contributors |
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ix | |
| Acknowledgements |
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xiii | |
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xv | |
| Introduction |
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1 | (2) |
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1 Language Education Curriculum Designs: Voices for Uncertain Times |
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3 | (6) |
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SECTION 1 Language Curriculum Design |
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9 | (52) |
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2 Freedom and Authority, Success and Failure in Australian Education: Disruptive Designs in Curriculum Policy and Practice |
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11 | (17) |
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3 From Policy to Practice: How Context and Contestation Shape the Implementation of Timor-Leste's Language Education Curriculum |
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28 | (21) |
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4 Curriculum Design and English Without Borders (Brazil) |
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49 | (12) |
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SECTION 2 Designs Across the Curriculum |
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61 | (46) |
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5 Grammatics for Ameliorating Reading Comprehension Skills: A Social Semiotic Approach |
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63 | (14) |
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6 The Implementation of Content and Language Integrated Learning in Spain: Strengths, Weaknesses, Opportunities and Threats |
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77 | (13) |
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Maria Luisa Carrio-Pastor |
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7 Knowledge About (English) Language Across the Curriculum in EAL and CLIL Contexts |
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90 | (17) |
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SECTION 3 Curriculum Designs in Language Education |
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107 | (84) |
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8 Language and Literacy Education in Remote Indigenous Schools: The Pedagogic Roundabout |
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109 | (18) |
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9 A University Reading and Writing Course for Indigenous Students: A Permanency Policy in the Field of Languages and Literacies |
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127 | (17) |
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10 Translanguaging the Curriculum: A Critical Language Awareness Curriculum for Silenced Indigenous Voices |
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144 | (31) |
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11 English Language Teaching Goes CLIL: Fostering Literacy and Language Development in Secondary Schools in Spain |
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175 | (16) |
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SECTION 4 Curriculum Resources, Evaluation and Assessment |
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191 | (68) |
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12 Transformative Curriculum Design: Functional Linguistics Applied in Text-Based Teaching |
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193 | (10) |
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13 Textbook Analysis and Design: Social Semiotic and Communicative Perspectives |
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203 | (19) |
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14 Grading and Gathering Evidence in Swiss Elementary and Lower Secondary School English Language Classrooms |
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222 | (16) |
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15 Connecting Worlds: Linguistic Landscapes as Transformative Curriculum Artefacts in Schools and Universities |
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238 | (21) |
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SECTION 5 Teacher Education, Research and Future Projects |
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259 | (50) |
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16 Enacting a Content-Based Vocational English Curriculum in an Indonesian Secondary School |
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261 | (13) |
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17 A Cross-Linguistic and Multilingual Pre-Service Teacher Education Program: Insights From the Innsbruck Model of Foreign Language Teacher Education |
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274 | (15) |
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Eva M. Hirzinger-Unterrainer |
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18 Building a Curriculum to Teach English to Young Learners in Brazil: A Constructive-Collaborative Experience |
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289 | (18) |
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305 | (2) |
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19 Curriculum Design in Language Education: Research, Evaluation and Renewal |
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307 | (2) |
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| Index |
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309 | |
Peter Mickan is Visiting Research Fellow (Applied Linguistics) in the Faculty of Arts at the University of Adelaide, and Director of the Adelaide Research Institute (Adelaide Education Group) in South Australia. He established and managed the postgraduate applied linguistics program at the university (20002013). Theoretically, his work is based on Hallidays language as a social semiotic and learning as socialisation experiences. The theory frames his studies in curriculum design, languages pedagogy, academic literacies, language and literacy, workplace communication, German language revival and language assessment.
Ilona Wallace is an editor and writer based in South Australia, with professional interests in educational resources and education policy. She holds an MA in applied linguistics from the University of Adelaide.
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