Language Curriculum Development Research Articles

A Review of Language Curriculum Development in Multilingual Classrooms

Integrated curriculum models in language teaching have gained prominence as educators seek to provide holistic, interdisciplinary learning experiences that improve both language proficiency and content knowledge. These models emphasize the meaningful application of language skills across various subjects, promoting deeper student engagement and critical thinking. However, the implementation of integrated curricula presents challenges related to teacher collaboration, resource availability, and institutional support, especially in traditional educational settings. This review aims to analyze the effectiveness of integrated curriculum models in language teaching by synthesizing findings from empirical studies and theoretical discussions. The study examines how these models influence language learning outcomes, foster critical thinking, and address the practical challenges faced by educators. Both qualitative and quantitative studies were included, covering various educational levels and cultural contexts. The findings indicate that integrated curriculum models enhance language proficiency, particularly in communicative and academic skills, while simultaneously improving student engagement and content mastery. Effective implementation depends on strong teacher collaboration and institutional support. However, barriers such as inadequate resources and lack of training often hinder the success of these models. In conclusion, integrated curriculum models offer substantial potential for improving language education, but their success requires careful planning and sufficient support. Future research should focus on long-term outcomes and the adaptation of these models to diverse educational contexts to maximize their impact.

The Role of Suprasegmental Features in English Phonology: Prosodic Hierarchy and Intonation Patterns

This study explores the significance of suprasegmental features in English phonology, focusing on prosodic hierarchy and intonation patterns. The analysis delves into how these features play a crucial role in structuring spoken language, particularly in conveying nuances, emotions, and pragmatic information. The study highlights the importance of understanding suprasegmental features in enhancing speaking proficiency in English and their relevance to English language curriculum development. Further research opportunities in English phonology, such as investigating other suprasegmental features and adopting an interdisciplinary approach, are suggested to deepen the understanding of English phonological structures and improve the quality of teaching speaking skills in English. This study emphasizes the valuable insights gained from a deeper understanding of the role of suprasegmental features in English phonology for teaching, research, and overall understanding of oral language

외국 자국어 교육과정의 디지털 리터러시 교육 내용 반영 양상 분석

Purpose: By analyzing previous research on digital literacy and the national language curriculum
 of major foreign countries, we aimed to critically review Korea's media curriculum and suggest ways
 to improve it.
 Methods: We analyzed achievement standards related to digital literacy in the national language
 curriculum of the United States, Canada, and Australia. Implications for media curriculum development
 were derived by comparing the reflection pattern of digital literacy-related content in each country
 with the media area of Korea's curriculum.
 Results: In the U.S. language curriculum, content related to digital literacy is centered on multimodal
 literacy and information literacy. In the language curriculum of Ontario, Canada, relatively much of
 the content related to digital literacy is related to participatory literacy and critical literacy. The
 Australian language curriculum is characterized by reflecting the digital literacy component in the
 knowledge category and including digital literacy-related content in the literature area.
 Conclusion: First, the implications for Korea's Korean language curriculum development include the
 need to reconsider the issue of setting the media area. Second, there is a need to deal more
 comprehensively with the functional elements of digital literacy. Third, there is a need to systematize
 the content elements of attitude categories. Fourth, there is a need to systematize the content elements
 of attitude categories.

Exploring the influence of cognitive task complexity on EFL language learning and curriculum development

This study explores the role of cognitive task complexity in English as a Foreign Language (EFL) curriculum development and its impact on learner engagement, motivation, and learning outcomes. A mixed-methods approach, combining qualitative and quantitative methods, was employed to gain comprehensive insights into the topic. The qualitative component involved a case study at a selected language institution, including semi-structured interviews with curriculum designers, teachers, and learners, thematic analysis of curricular documents, and non-participant observations of EFL classes. The findings from these methods provided an in-depth understanding of cognitive task complexity integration, its challenges and benefits, and potential areas for improvement. In the quantitative component, an experimental design was utilized to examine the effects of cognitive task complexity on learner engagement, motivation, and learning outcomes. Participants were randomly assigned to either an experimental group, receiving instruction incorporating cognitively challenging tasks, or a control group, receiving instruction without a specific focus on cognitive task complexity. Learner engagement, motivation, and learning outcomes were assessed through pre- and post-intervention measures, including standardized language assessments such as IELTS, and classroom performance indicators such as course grades and teacher ratings. The study concludes that cognitive task complexity plays a crucial role in EFL curriculum development and can promote learner engagement, motivation, and language development when appropriately integrated and supported. Recommendations for educational practice, curriculum development, and future research are provided based on the study's findings.

THE PLACE OF GRAMMAR IN THE GENERAL EDUCATION ENGLISH CURRICULUM AND THE PROBLEMS OF TRANSLATING GRAMMAR CONTENTS FROM CURRICULUM TO TEXTBOOKS

This paper is concerned with two important issues but seem to have been neglected in foreign language curriculum development and textbook writing research: the place of grammar in a modern foreign language curriculum and the problems of translating grammar contents designed in the curriculum to textbooks for effective learning and teaching. Two specific questions raised for exploration in this study are: (1) What is the place of grammar in the Vietnamese Ministry of Education and Training (MoET)’s 2018 General Education English Curriculum (GEEC)?”, and (2) What are the main problems textbook writers often experience in translating grammar contents from the GEEC to textbooks? These questions constitute the foci of the paper and will be addressed in detail throughout.

The Maritime Domain-Specific Corpus: Compilation and Applications

This paper reports on the compilation of a multi-genre maritime domain-specific corpus and the research methods used to analyze it. The corpus was compiled using a combination of manual and automated methods, including web crawling and manual selection of relevant texts. Qualitative and quantitative methods, such as discourse analysis and statistical analysis, were employed to analyze the corpus. The paper describes the background, significance, text scope, principles, and process for compiling the corpus, and explores its applications, including maritime language curriculum development, standardization of maritime language genres, international maritime discourse analysis, term extraction, development of maritime domain-specific machine translation models, and the study of quantitative linguistics in the maritime domain. This study can provide a valuable resource for researchers and educators in the maritime domain and serve as a reference and inspiration for future studies in this field.

Ronald P. Leow's essential bookshelf: The L2 learning process in instructed second language acquisition (ISLA)

Ronald P. Leow is Professor (Applied Linguistics) in the Department of Spanish and Portuguese and Language Program Director of Spanish Language Instruction at Georgetown University. He has initiated and published (over 100 articles and chapters) in several strands of research that include language curriculum development, research methodology, cognitive processes and depth of processing in language learning, (written and computerized) corrective feedback, textual enhancement, reactivity, and CALL. He has contributed to the field his 2015 Model of the L2 Learning Process in ISLA (in Explicit learning in the L2 classroom: A student-centered approach, Routledge) and his 2020 Feedback Processing Framework (in R. M. Manchón (Ed.), Writing and language learning. Advancing research agendas, John Benjamins) to provide a cognitive account for how L2 data and feedback are processed by L2 learners. His i10-index is 58 with over 6,500 citations.

Pengembangan Kurikulum Bahasa Inggris di Binar Ilmu Boarding School

This article provides a brief description on how to develop the English curriculum in school. This measure has an essential position in our educational system. Language curriculum development is a comprehensive process for determining the needs of a group of learners in learning a language. That is why it is important to always check the appropriateness of the curriculum given by our government to be fit for our students. It can be manifested in the form of subject structures, teaching methods, and materials, This community service was carried out directly by evaluating the existing language curriculum from the government and also the local curriculum in school. The activities were conducted in one week at the beginning of the school year of 2023. The curriculum was discussed with the teachers and revised and adapted to the needs of the institution at Binar Ilmu Boarding School, Cimenyan, Bandung. The Participants were all teaching staff and all stakeholders school. These activities were carried out in three major stages. It was evaluating the existing curriculum, revitalizing the existing curriculum, and finishing. From those activities, it was produced the new curriculum of the institution namely BIBS Curriculum.

Model of Arabic Curriculum Development in Traditional Islamic Boarding Schools: A Case Study in Pesantren Musthafawiyah Purba Baru and Dayah Mudi Mesra Samalanga

This research aims to describe the Arabic language curriculum development model that is carried out at the Musthafawiyah Islamic Boarding School, North Sumatra, and Dayah Mudi Mesra, Samalanga, Aceh. This research uses a case study approach with data collection techniques in the form of observation, interviews, and documentation. The results of the research show that the Arabic language curriculum development model at the Musthafawiyah Islamic Boarding School Purba Baru and Dayah Mudi Mesra Samalanga has undergone stages of development in planning, organizing, implementing, and evaluating. First, the Arabic language curriculum development model at the Musthafawiyah Islamic Boarding School Purba Baru and Dayah Mudi Mesra Samalanga includes the following steps: a) formulating the vision, mission, and learning objectives to be achieved; b) maximizing the needs of students, graduate user communities, and further studies; c) curriculum evaluation; and d) adaptation to current needs. Second, the Arabic curriculum model used in the Old Musthafawiyah Islamic Boarding School and Dayah Mudi Mesra Samalanga is known as a separate curriculum model. In this curriculum model, listening skills, speaking skills, writing skills, reading skills, and grammar learning are taught separately.

Schools Literacy Movement in Innovation of Language Curriculum Development

Innovations and changes have been made to the Indonesian curriculum since 2013. These changes aim to improve the quality of education in Indonesia. The curriculum currently used to learn Indonesian is text-based. Several years later, the government launched the School Literacy Movement (GLS) to realize the vision and mission so that people can adapt to developments in information and technology by updating them in the National Literacy Movement (GLN). The purpose of this study was to find out the literacy activities carried out in schools as well as see the responses from students after completing literacy activities. This study recommends handling literacy as an innovation in curriculum development in schools. This research is a descriptive study using structured interview techniques and questionnaire collection techniques using interview guidelines and questionnaires as working tools. Interviews were conducted with five Indonesian teachers in West Sumatra and 30 students were asked to answer a questionnaire. The results of the study show that in practice literacy is not carried out by the rules so literacy goals are not achieved properly. In practice, curriculum and literacy appear as two different things and their implementation is inconsistent. Learning activities are always related to literacy activities. Particularly in language learning, literacy activities in reading and writing are very important things to be carried out by each component of the school.

NARRATIVES AND IDENTITIES: A CRITICAL REVIEW OF EMPIRICAL STUDIES FROM 2004 TO 2022

Amidst the recent surge in English language teacher identity research, this article systematically reviews existing research studies (n=30) conducted on English language teacher identity across English as a foreign language (EFL), English as a second language (ESL), and native English-speaking contexts that employed narrative inquiry as its methodology. Employing Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) framework, the systematic review identifies major themes on teacher professional identity classifying articles on three broad stages of professional development from student teachers’ identity negotiation to novice teachers’ identity development and experienced teachers’ and teacher educators’ identity construction. It reveals that English language teachers’ identity is influenced by their practice in learning communities in varying contexts, macro factors like gender, race, ideology and discourse, critical incidents and agency, conflicting emotions, teacher education programs, and imagined identity and investing. In addition, the article offers a critical assessment of narrative inquiry in language teacher identity and gives suggestions for future research. Finally, it proposes a preliminary framework on the trajectory of identity construction and its implications for English language curriculum and teacher development.

Four spheres of student-teachers’ professional identity formation through learning about curriculum development

ABSTRACT Teachers’ professional identity is multifaceted and fluctuating, and while it is formally developed during initial teacher preparation, it is influenced by experiences before and beyond teaching programmes. The aim of this paper is to investigate the extent to which a module on language curriculum development may influence the professional identity formation of international and UK student-teachers enrolled in a master’s programme in teaching English to speakers of other languages at a UK university. The study was carried out with 30 student-teachers in 2021, and data were collected from an ecological perspective as data sets came from the regular module delivery. Findings show that the student-teachers articulated four spheres of professional identity. Located in the past, the language learner identity helped them reflect on good practices. Their present student-teacher identity was characterised by their acknowledgement of language education as a research-informed area. Drawing on these two spheres, they displayed two future spheres of professional identity: teacher identity and curriculum developer identity. The latter demonstrates that the module not only enabled the participants to imagine a new career path but also helped them reflect on their anticipatory agency and self-efficacy.

The Call for Environmentally-Based Language Teaching and Green Pedagogy: Climate Actions in Language Education

Environmental education (EE) is one of the content-based language learning pedagogies used to enhance students’ awareness of environmental concerns and their effect on people and animals. It aims to build the language teachers’ and students’ awareness of the importance of EE and green pedagogy in ELT. However, research into integrating EE in language education is still scarce. Therefore, this article presents an analysis of multimodal discourse of the EE imperatives in using content and language integrated learning (CLIL) strategy. Grounded in the video data analysis (VDA) approach, the researchers analysed the recorded talks of two university lecturers who offered their finest teaching approaches, and two environmentalists from “Bye-Bye Plastic Bags Jakarta” who described their significant efforts in handling plastic waste from a 2021 webinar held by the British Council Indonesia. Based on the thematic analysis, the forum suggests: 1) including environmental issues in language curriculum, syllabus, and textbook development, 2) providing environmentally-relevant materials and resources, 3) providing environmental language teacher professional development, and 4) accelerating environmental literacy programs at all levels of education. In other words, the inclusion of green pedagogy and environmental sustainability initiatives in ELT should be well-acknowledged. The methodological and pedagogical strategies in integrating environmental issues in ELT in this study addressed the high demand to catalyse language teachers’ metacognitive awareness in EE and indirectly build students’ metacognitive skills about environmental care.

Arabic Language Curriculum Development in Ma’had Umar Bin Al-Khattab Surabaya in Maintaining Middle Eastern Culture-based Educational Institutions.

Ma’had Umar Bin Al-Khattab Surabaya is an educational institution that concentrates on providing Arabic language education and islamic studies with an institutional style based on Middle Eastern Culture. This study aims to describe and analyze the development of the Arabic language curriculum and the achievement of Arabic curriculum development at MUBK Surabaya in maintaining Middle Eastern culture based educational institutions.This research uses a naturalistic qualitative approach with the type of field research and case study research design. The subjects in this study were Mudir, Deputy Mudir, Lecturers of Ma’had, alumni and students of MUBK Surabaya. data was collected by observation, interview, and documentation. Data analiysis techniques using data analysis techniques of Miles and Huberman, namely data reduction, data presentation, and drawing conclusions.The results of this research showed that the development of the Arabic language curriculum at MUBK Surabaya was carried out because of many background aspect including: stakeholder demands and students need. The principles of curriculum development are relevance, flexibility, continuity, as well as effectiveness and efficiency. The foundation of curriculum development used is religious, capability, psychological, and sosio-cultural. Middle Eastern culture at MUBK Surabaya includes 3 aspects, namely: first, the value system and nature of Middle Eastern people thought. Second, the pattern of life, attitudes, and Islamic habits of the Middle East. Third: patterns of student-teacher relationships in Middle Eastern cultures. The acvievement of curricilum development at MUBK Surabaya is by designing several courses to support the implementation of the 3 aspects of Middle Eastern culture.
 Keywords : Arabic Language Curriculum Development; Educational Institutions; Middle East Culture.

Academic English Program Evaluation of the Foundation Year at Saudi Petroleum Services Polytechnic College: Trainees and EFL Instructors’ Perceptions

The main reason of conducting this study is grounded on my rational to provide further guidance to curriculum staff in my professional context, College of Saudi Petroleum Services Polytechnic (SPSP), to develop the current English program taught to vocational trainees to prepare them to their future jobs at petroleum services industry in Saudi Arabia. Unfortunately, the graduates’ spoken language is inadequate at their worksites and therefore their employers are relatively dissatisfied with the language quality of their manpower. Accordingly, I have decided to explore the speaking skill aspects in the existing English curriculum to value its effectiveness in improving and helping the academic staff to produce fluent speakers of English at oil industry workplaces. Based on my study findings, I have found that it is relatively difficult to assign a language course book which meets all the needs of trainees at vocational training institutions because their working environment needs specific learning objectives for learning job-related language. In my research and professional experience, as a researcher in language curriculum development as well as being a language instructor at a vocational training college, I can conclude that the solution to solve language learning and its implication at workplace is to develop EAP/ESP language program based on specific instructional objectives driven from the actual needs assessment at the target workplaces and their intended learning outcomes could be aligned with both learning and teaching activities and assessment tasks using the constructive alignment principles as the constructive alignment framework could be effective in structuring and designing aligned curriculum to meet the intended goals of these contexts, especially vocational training centers and higher education institutions.

Research on English language teaching and learning in Argentina (2014–2018)

AbstractThe aim of this article is to review five years (2014–2018) of research in English language teaching (ELT) in Argentina. In this overview, 115 publications (conference proceedings, journal articles, and edited collections) were analysed in terms of topic and research methodologies to map out the major areas of interest and developments in ELT in Argentina. The publications are reviewed according to nine topics: (1) interculturality and citizenship, (2) language teacher education and professional development, (3) technology-enhanced language learning, (4) learner differences, (5) language skills development, (6) language systems, (7) English for academic and specific purposes, (8) assessment, and (9) language curriculum development. The review discusses trends in research practices identified in the 2014–2018 period and suggests implications and further areas of inquiry to advance research skills as well as knowledge of ELT.

CURRICULUM DEVELOPMENT IN LANGUAGE STUDIES

In this paper the field of language curriculum development is defined as encompassing the processes of needs analysis, goal setting, syllabus design, methodology and evaluation. Then the different factors affecting modern curriculum in today’s world is discussed in detail. Needs analysis is discussed in relation to an important facet for language program planning. Different approaches to the planning of program objectives in language teaching are also talked about. Some ideas to fit in modern language curriculum are also discussed.

CURRICULUM DEVELOPMENT IN LANGUAGE STUDIES

In this survey paper the field of language curriculum development is defined as encompassing the processes of needs analysis, goal setting, syllabus design, methodology and evaluation. Each of these curriculum processes is surveyed and issues and practices in each area are discussed. Needs analysis is discussed in relation to language program planning and evaluation and different needs analysis procedures are examined. Different approaches to the planning of program objectives in language teaching are illustrated and a distinction between behavioral, process, content and proficiency-based objectives is made. The status of methodology within curriculum development is discussed in terms of a distinction between content oriented methods and those concerned primarily with instructional processes. The role of a syllabus within each approach is illustrated.

Arabic Language Learning Curriculum Islamic Boarding School System

This article aims to find out about the Arabic language curriculum development model at Madrasah Aliyah Al-Falah Gorontalo. This research uses the type of field research or field research. The research method is descriptive qualitative, namely research on the Arabic language learning curriculum's description with the boarding school system at MA al-Falah Gorontalo. The results of this study explain that: curriculum development at Madrasah Aliyah al-Falah Gorontalo is based on several foundations, namely juridical, psychological, and sociolinguistic foundations. Meanwhile, the curriculum development model used in Madrasah Aliyah al-Falah Gorontalo has been analyzed using an administrative model and a grassroots model. The characteristics of learning Arabic in the boarding school system at Madrasah Aliyah Al-Falah are different from learning in other schools. What distinguishes this Madrasah from other schools in the curriculum used and uses the Islamic boarding school system. So that learning Arabic is not only taught in schools but also trained in dormitories.

Direction of Korean Language Curriculum Development to Reflect Basic literacy

Direction of Korean Language Curriculum Development to Reflect Basic literacy