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The International Research Foundation for English Language Education

CURRICULUM DEVELOPMENT IN LANGUAGE TEACHING: SELECTED REFERENCES

(Last updated 29 December 2016)

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Ali Shah, I., Baporikar, N. (2011). The suitability of imported curricula for learning in the Gulf states: An Oman perspective. In C. Gitsaki (Ed.), Teaching and learning in the Arab world (pp. 275-292). New York, NY: Peter Lang.

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Allen, W., & Spada, N. (1983). Designing a communicative syllabus in the People’s Republic of China. In R. Jordan (Ed.), Case studies in ELT (pp. 132-145). London, UK: Collins ELT.

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Ariew, R. (1982). The textbook as curriculum. In T. V. Higgs (Ed.), Curriculum, competence, and the foreign language teacher (pp. 11–32). Skokie, IL: National Textbook Company.

Arora, G. L. (2003). Sudan basic education sub-sector study analysis of curriculum and suggestions for national curriculum framework. Retrieved from http://unesdoc.unesco.org/images/0013/001365/136514e.pdf.

1177 Webster St., P.O. Box 220, Monterey, CA 93940 USA

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http://unesdoc.unesco.org/images/0013/001365/136514e.pdf


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Auerbach, E. (2002). What is a participatory approach to curriculum development? In V. Zamel & R. Spack (Eds.), Enriching ESOL pedagogy (pp. 269-293). Mahwah, NJ: Lawrence Erlbaum.

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Beane, J. (1995). Toward a coherent curriculum. The 1995 ASCD Yearbook. Alexandria, VA: Association for Supervision and Curriculum Development.

Benesch, S. (1996). Needs analysis and curriculum development EAP: An example of a critical approach. TESOL Quarterly, 30(4), 723-738.

Berwick, R. (1989). Needs assessment in language programming: From theory to practice. In R. K. Johnson (Ed.), The second language curriculum (pp. 48-62). Cambridge, UK: Cambridge University Press.

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Sociolingüística, ideología y pedagogía (pp. 325-346). Madrid, Spain: Iberoamericana/Vervuert Verlag.

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Bosher, S., & Smalkoski, K. (2002). From needs analysis to curriculum development: Designing a course in healthcare communication for immigrant students in the USA. English for Specific Purposes, 21(1), 59–79.

Breen, M. P. (1984). Process syllabuses for the language classroom. In C. J. Brumfit (Ed.),

General English syllabus design (ELT Documents No. 118, pp. 47-60). London, UK: Pergamon Press & The British Council.

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teaching. Applied Linguistics, 1(2), 89-112. Brindley, G. (1989). Assessing achievement in the learner-centred curriculum. Sydney,

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Brindley, G. (1989). The role of needs analysis in adult ESL programme design. In R. K. Johnson (Ed.), The second language curriculum (pp. 63-78). Cambridge, UK: Cambridge University Press.




Brindley, G. (Ed.). (1990). The second language curriculum in action. Sydney, Australia: National Centre for English Language Teaching and Research.

Brindley, G., & Hood, S. (1990). Curriculum innovation in adult ESL. In G. Brindley (Ed.), The

second language curriculum in action (pp. 232-247 ). Sydney, Australia: National Centre for English Language Teaching and Research.

Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. Boston, MA: Heinle & Heinle.

Brown, J. D., & Pennington, M. C. (1991). Unifying curriculum processes and curriculum outcomes: The key to excellence in language education. In M. C. Pennington (Ed.), Building better English language programs: Perspectives on evaluation in ESL (pp. 57-74). Washington, DC: NAFSA.

Brown, S. (1979). Life situations: Incorporating community resources into the adult ESL curriculum. CATESOL Occasional Papers, 5, 48-65.

Brumfit, C. (1984). Function and structure of a state school syllabus for learners of second or foreign languages with heterogeneous needs. In C. J. Brumfit (Ed.), General English syllabus design (ELT Documents No. 118, pp. 75-82). London, UK: Pergamon Press & The British Council.

Burke, J. (2008). The English teacher’s companion: A complete guide to classroom, curriculum, and the profession. Portsmouth, NH: Heinemann.

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Byrnes, H. (2009). Emergent L2 German writing ability in a curricular context: A longitudinal study of grammatical metaphor. Linguistics and Education, 20(1), 50-66.




Byrnes, H. (2014). Linking task and writing for language development: Evidence from a genre-based curricular approach. In H. Byrnes & R. M. Manchon (Eds.), Task-based language learning: Insights from and for L2 writing (pp. 235-261). Philadelphia/Amsterdam: John Benjamins.

Byrnes, H. (2015). Linking ’task’ and curricular thinking: An affirmation of the TBLT educational agenda. In M. Bygate (Ed.), Domains and directions in the development of TBLT: A decade of plenaries from the international conference. Philadelphia/Amsterdam: John Benjamins.

Byrnes, H., Crane, C., Maxim, H. H., & Sprang, K. A. (2006). Taking text to task: Issues and choices in curriculum construction. ITL: International Journal of Applied Linguistics, 152, 85-110.

Byrnes, H., & Sinicrope, C. (2008). Advancedness and the development of relativization in L2 German: A curriculum-based longitudinal study. In L. Ortega & H. Byrnes (Eds.), The Longitudinal Study of Advanced L2 Capacities (pp. 109-138). New York, NY: Routledge/Taylor & Francis.

Byrnes, H. Weger-Gunthrap, H., & Sprang, K. A. (Eds.), (2006). Educating for advanced foreign language capacities. Constructs, curriculum, instruction, assessment. Washington, DC: Georgetown University Press.

Cammarata, L. (Ed.). (2016). Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills. New York, NY: Routledge.

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Candlin, C. N. (1984). Syllabus design as a critical process. In C. J. Brumfit (Ed.), General English syllabus design (ELT Documents No. 118, pp. 29-46). London, UK: Pergamon Press & The British Council.

Candlin, C. N. (2001). Afterword: Taking the curriculum to task. In M. Bygate, P. Skehan & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 229-243). London, UK: Pearson.

Carreira, M., & Kagan, O. (2011). The results of the National Heritage Language Survey: Implications for teaching, curriculum design, and professional development. Foreign Language Annals, 44(1), 40-64.




Carreon, E. S. (2003). A curriculum review of an ESL composition program. In C. A. Coombe & N. J. Hubley (Eds.), Assessment practices (pp. 151-164). Alexandria, VA: TESOL.

Carless, D., & Harfitt, G. (2013). Innovation in secondary education: A case of curriculum reform in Hong Kong. In K. Hyland & L. C. Wong (Eds.), Innovation and change in English language education (pp. 172-185). London, UK: Routledge.

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Cox, M. (2014). Multilingual writers across the curriculum. Retrieved from http://academics.holycross.edu/sites/all/files/Center_for_Teaching/ESL%20Writing%2Workshop/Holy%20Cross%20handout-1.pdf

Crombie, W. (1985). Discourse and Language Learning: A Relational Approach to Syllabus Design. Oxford, UK: Oxford University Press.



http://academics.holycross.edu/sites/all/files/Center_for_Teaching/ESL%20Writing%252Workshop/Holy%20Cross%20handout-1.pdf

http://academics.holycross.edu/sites/all/files/Center_for_Teaching/ESL%20Writing%252Workshop/Holy%20Cross%20handout-1.pdf


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