CURRICULUM GUIDES

Curriculum Guides for Academic Interventions

Curriculum Guides for Academic Interventions

The proliferation of knowledge contributions around the bodies of knowledge which include education and language learning and acquisition necessitates that the current English curriculum guides be reviewed in the object of identifying areas that need modification or complete overhaul. This has to be done in the holistic efforts aimed at enhancing the language education guides in the direction of enhancing effectiveness and ensuring the fulfillment of learner's needs and educators' expectations. Badger, R, et al. (2000) quote Rod Ellis who articulates that, “…the learning process is path of discovery which obtains spontaneously and routinely only if particular conditions have been met.” The foregoing can be aptly applied to the learning of the English language. The effective and successful delivery of knowledge in English language learning environs demands that particular conditions be established and fulfilled from all dimensions in ways of putting the teachers' and learner's needs and capabilities into perspective.

 Curriculum development has to be perceived as an ongoing and recurring process executed to establish the needs of a particular set of learners. The process is conducted to accomplish the goals of meeting the determined needs and to form foundations for appropriate curriculum, course framework as well as knowledge impartation techniques. Campbell, C. (1990) adds, “By extension the development process focuses on the dynamics of material to be used in the entirety of the learning process while entailing an assessment of the language programme culminating from the arrayed processes”. At the same breadth, Abbott, G, (1978) concurs that practice of curriculum development must be reflective of the needs examination and ideologies on the English language on its own, its teaching and its learning and acquisition.

 

Gaps In Current Curriculum Guide

 In the development of English language curriculum models, curriculum planners must take into cognisance various theories and conceptual frameworks pertaining to the art and science of language learning. Feasible English language learning guides can be crafted basing on classroom observations and experiences in the preparations and instruction delivery. Previous studies conducted on the existing English curriculum guides have illuminated various areas that need further development. Swales (1990) has outlined points that require adequate attention in the processes English language learning curriculum guide renewal. His researches pointed to the following areas as key points that need adequate attention by English language curriculum guideers. Swales' research indicates a yawning gap that exists in the classroom English language and language practice at work place.  Swales particularly unearthed the disparities that exist between texts learners have to read as well as write in workplace and also English classroom environs.

Needs Analysis

The analysis component of curriculum guide and more so, in curriculum renewal endeavors, is a critical and inalienable aspect in the entire process of assembling feasible and effective curriculum models. The cyclical curriculum development practice needs analysis unit is a sub-recurring procedure which runs before, during and after English language course delivery. The process entails the gathering of requisite data to be utilised in the determination of a ...