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THE GRAMMAR-TRANSLATION METHOD (Late19th century))
In the Grammar-Translation method, the curriculum focuses on the explicit teaching of grammar rules and vocabulary through translation exercises. The emphasis is on reading and writing skills, with little emphasis on speaking and listening. The curriculum typically includes grammar drills, translation exercises, and reading passages from literary texts. -
DIRECT METHOD, early 20th Century
In the Direct Method, the curriculum emphasized the use of target language immersion, excluding the use of the learners' native language. It focused on teaching vocabulary, grammar, and pronunciation through dialogues and conversation exercises. The curriculum also emphasized the development of listening and speaking skills over reading and writing. -
THE AUDIO-LINGUAL METHOD, Mid 20th Century
In the Audio-Lingual Method, the curriculum emphasized the use of drills and repetition to develop learners' language skills. The focus was on teaching grammar and sentence patterns through listening and speaking exercises, with little emphasis on reading and writing. The curriculum also included a set of pre-selected dialogues and situational contexts that learners were expected to memorize and use in real-life communication. -
THE SILENT WAY (1970- 1980)
In The Silent Way, the curriculum evolved to prioritize learner autonomy and experimentation, utilizing visual aids and self-discovery to promote language acquisition. The curriculum also emphasized the importance of sound-color correspondence and phonemic awareness in language learning. The role of the teacher shifted to that of a facilitator, encouraging learners to take an active role in their own learning process. -
SUGGESTOPEDIA (1975- 2000)
Suggestopedia's curriculum also emphasized the integration of content and language, utilizing rich and meaningful materials to engage learners and promote holistic learning experiences. The role of the teacher shifted to that of a facilitator, creating a supportive atmosphere for learners to explore and acquire knowledge. -
COMMUNICATIVE LANGUAGE TEACHING (CLT) 1970- 1980
In Communicative Language Teaching, the curriculum focused on developing learners' communicative competence. It emphasized real-life, meaningful communication through interactive activities such as role-plays, discussions, and problem-solving tasks. The curriculum also integrated the teaching of grammar and vocabulary within authentic contexts, with a greater emphasis on the functional use of language rather than mere accuracy. -
COMMUNITY LANGUAGE LEARNING
In the Community Language Learning (CLL) method, the concept of curriculum prioritized in learner-centered and communication-based instruction, utilizing group interactions and conversation to promote language acquisition. The curriculum also emphasized the importance of creating a supportive and collaborative learning environment, where learners could engage in authentic communication and build meaningful relationships with their peers. Teachers provide guidance and support to learners. -
TOTAL PHYSICAL RESPONSE
Total Physical Response's curriculum evolved to prioritize the use of physical movements and actions to facilitate language learning, focusing on the development of oral proficiency before written language skills. The curriculum also emphasized the importance of contextualizing language within real-world situations and experiences. -
TASK-BASED LANGUAGE TEACHING (1990)
In Task-Based Language Teaching, the curriculum is designed around authentic, real-life tasks that are relevant to learners' needs and interests. The curriculum aims to develop learners' communicative competence by providing opportunities for them to use the language in meaningful ways. It encourages learner engagement, critical thinking, and problem-solving skills. The curriculum also incorporates feedback and reflection on task performance to enhance language development. -
CONTENT AND LANGUAGE INTEGRATED LEARNING 2000
In Content and Language Integrated Learning (CLIL), the concept of curriculum has evolved to combine language learning with the study of content subjects such as science, history, or art. The curriculum integrates language instruction and subject matter, allowing learners to develop language skills while acquiring knowledge in other disciplines. The focus is on meaningful, authentic language use within the context of content-based learning tasks and projects.