LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 20:1 January 2020
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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Theoretical Insights Inspiring the Conceptualization of the Language Curriculum:
A Critical Overview

Muhammed Rukan Uddin, Ph.D.

Abstract

The paper critically overviews theories of language which provide conceptual framework for developing language curriculums. First, the paper attempts to define language curriculum and syllabus, and discuss the three schools of curriculum marked by Stern (1984) which include Lancaster School, London School and Toronto School. Second, the paper focuses on the three educational value systems, such as classical humanism, reconstructivism and progressivism. These value systems have helped set the objectives of education and directed the procedures and purposes of education since classical times to the modern. Third, the paper comments on major curriculum types belonging to the two broader approaches—product and process. Finally, Finny’s (2002) proposal for a mixed-focused curriculum (MFC) has been discussed which is followed by a brief note on Kumaravadivelu’s (2006) insightful thought on the categorisation of teaching methods in correspondence with the established curriculum types—structural, notional-functional and procedural.

Keywords: Language curriculum development, educational value systems, product-oriented syllabuses, process-process syllabuses, syllabus design

1. Introduction

The curriculum is said to have started its academic journey from Plato’s Academy. The Academy was based on liberating curriculum which imparted knowledge of dialectics to enable the learners to reach the highest truth. The curriculum, through numerous crossings, reached the Bangalore Project (1979-1984) of which Prabhu, an Indian educationist, was the principal architect. This long journey has witnessed, among others, three value systems: classical humanism, re-constructionism, progressivism; and two major breakthroughs in the 20th century: the Council of Europe’s proposal for notional-functional syllabus (NFS), and the TESOL Convention at Toronto in 1983. Yalden (1984) in the Toronto convention stated that principles of syllabus largely depend on three major aspects: (a) how language is learnt; (b) how language is acquired; and (c) how language is used. This insightful statement gives us enough scope to reflect on theories of language learning, language acquisition and psychology which provided theoretical basis for the conceptualization of different syllabuses. Having conducted an extensive review of relevant literature, the paper attempts to define syllabus and curriculum; give a critical overview of the syllabus and curriculum from classical times to the modern; discuss theoretical underpinnings inspiring the conceptualizations of different syllabus types, and contemporary developments in the area of syllabus and curriculum studies.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Muhammed Rukan Uddin, Ph.D.
Department of English
University of Chittagong
Bangladesh
Phone: +8801924441878
rukan.uddin1980@gmail.com
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