Abstract
This study analyzes a foundation year’s language curriculum of a Saudi community college which uses English as a medium of instruction with the aim of improving its curriculum. First, both terms ‘curriculum’ and ‘syllabus’ are defined followed by a brief historical account of curriculum studies. Then, theories informing curriculum and syllabus design, implementation, and evaluation are discussed including curriculum formation, development of objectives, different approaches to curriculum and syllabus types, how, where and when they can be implemented. Moreover, a contextual background about the college and its English language program and curriculum is provided. After that, the curriculum is discussed through analyzing several of its aspects including planning, needs analysis, goals, objectives, syllabus, taught materials, skills, teaching and delivery, testing and evaluation. Main curriculum challenges facing the concerned educators and learners are also addressed. The study concludes by advocating the focus on the underlying problems and major deficiencies in the current and similar curriculums instead of only dealing with their symptoms.
Highlights
The recent rise of the role of English as an international leading language of education, communication and business resulted in an increase of the importance of developing an effective TESOL curriculum to fulfill the needs of learners for a practical command of English rather than mastering typical school language courses (Richards, 2001)
This study embarks on a theoretical and practical analysis of an English language curriculum, of a Saudi community college, in order to identify its strengths and weaknesses and improve its design and implementation taking into consideration the contextual background of where the study took place
It is hoped that institutions with similar curriculums, circumstances and contexts will benefit from the outcome and recommendations of this study in their efforts of improving their English language curriculum
Summary
The recent rise of the role of English as an international leading language of education, communication and business resulted in an increase of the importance of developing an effective TESOL curriculum to fulfill the needs of learners for a practical command of English rather than mastering typical school language courses (Richards, 2001). Evaluating language curriculum is essential for it to achieve its objectives. This study embarks on a theoretical and practical analysis of an English language curriculum, of a Saudi community college, in order to identify its strengths and weaknesses and improve its design and implementation taking into consideration the contextual background of where the study took place. It is hoped that institutions with similar curriculums, circumstances and contexts will benefit from the outcome and recommendations of this study in their efforts of improving their English language curriculum
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