| dc.description |
Recently there has been a renewed interest in curricula for second languages. However, the various proposals which have been made have remained within the linguistic domain. The underlying assumption, which equates curriculum content with the language syllabus, has remained unchallenged in current discussion of communicative teaching. The language syllabus continues to predominate in the con-ceptualization of a framework for the second language curriculum. This paper suggests an alternative curriculum conceptualization for second languages: a multi-dimensional curriculum framework. The content of the curriculum is expressed in terms of four syllabuses, which cover language, communicative activities, culture, and general language education respectively. These are first characterized differen- tially by objectives of proficiency, knowledge, affect, and transfer. Then the general characteristics of each syllabus are described, the relation-ship of syllabus content and objectives is explored, and certain appro-priate teaching strategies are suggested. A broadened curriculum framework such as the one outlined in this paper gives equal weight to areas of the second language curriculum which have generally been overlooked. It will, the author hopes, provide some direction for the future development of interesting and education- ally sound second language programs. |
