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2010 BCE
2010s-Present: Personalized and Inclusive Curriculum
Key Developments:
-Incorporation of 21st-century skills (critical thinking, collaboration, digital literacy).
-Emphasis on intercultural competence and learner autonomy.
-Recognition of diverse learning styles and needs. -
2010 BCE
Key Theories Influencing Curriculum Development
Behaviorism: Audio-Lingual Method.
Constructivism: Communicative and Task-Based Approaches.
Sociocultural Theory (Vygotsky): Collaborative and interactive learning. -
2000 BCE
2000s: Integrative and Technology-Based Approaches
-Trends:
Use of multimedia and digital tools in language learning.
Blended learning and flipped classrooms.
-Focus: Authentic communication and multimodal literacies -
1980 BCE
1980s-1990s: Post-Method Era
-Concept: Teachers adapt methods to suit specific contexts.
-Key Approaches: Task-Based Language Teaching (TBLT), Content-Based Instruction (CBI), and Project--Based Learning (PBL).
-Focus: Integrating language skills with real-world applications. -
1970 BCE
1970s: Communicative Language Teaching (CLT)
-Emphasis:
Functional and communicative aspects of language.
Task-based activities, authentic materials, and fluency.
-Outcome: Revolutionized curriculum with learner-centered approaches -
1960 BCE
1960s: Cognitive Code Approach
-Inspired By: Noam Chomsky's generative grammar.
-Focus: Language as a rule-governed system; learning involves understanding rules.
-Shift: Encouraged meaningful learning rather than repetitive drills. -
1940 BCE
1940s-1950s: Audio-Lingual Method
-Rooted In: Behaviorist theories (Skinner) and structural linguistics.
-Techniques: Repetition drills, dialogue memorization, and habit formation.
-Goal: Mastery of language structures for practical communication.
-Criticism: Overemphasis on rote learning with limited focus on meaning. -
20 BCE
Early 20th Century: Direct Method
-Characteristics:
Emphasizes direct use of the target language.
Oral interaction and listening skills are prioritized.
No translation or explicit grammar instruction.
-Limitations: Required highly skilled teachers and was difficult to implement in large classrooms -
19 BCE
Late 19th Century: Reform Movement
-Key Figures: Henry Sweet, Wilhelm Viëtor, and Paul Passy.
-Focus: Emphasis on phonetics and spoken language.
-Influence: Led to a shift towards natural methods of learning languages. -
18 BCE
18th–19th Century: Grammar-Translation Method
-Focus: Learning Latin and Greek through grammar rules, vocabulary memorization, and translation of texts.
-Purpose: To develop intellectual abilities rather than communication skills.
-Limitations: Lack of speaking and listening practice.