Abstract
The past decade in language curriculum in Australia has been a time of exploration and innovation, and also a time of consolidation. During this period, curriculum planning reflected, first, a swing within the teaching profession to greater teacher responsibility in curriculum (a responsive curriculum), then a swing back to teacher accountability (an explicit curriculum) due to demands external to the teaching profession. In addition, language curriculum in Australia was strongly influenced by communicative language teaching theory (CLT) and the related developments of task-based learning (TBL), needs-based programming, and language as discourse theory.
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