Curriculum Development Task Presentation.pdf

Curriculum Development

1. IS IT APPLE TO APPLE?
EFL AND ESL CURRICULA IMPLEMENTATION
FOR HIGHER EDUCATION IN ASEAN COUNTRIES
(EFL CURRICULUM DEVELOPMENT)
Lecturer:
Prof. Dr. Nenden Sri Lengkanawati, M. Pd.
Meita LesmiatyKhasyar (2208555)
English Education Department (Doctoral Study Program)

3. EnglishasaForeignLanguage(EFL)
andEnglishasaSecondLanguage
(ESL)aretwotypesofEnglish
languagelearningapproaches.
EFLreferstolearningEnglishina
non-English-speakingcountrywhere
Englishisnotaprimarylanguage,
whileESLreferstolearningEnglish
inanEnglish-speakingcountrywhere
Englishistheprimarylanguage.
InASEANcountries,bothEFLand
ESLarewidelyusedinlanguage
education.

4. The research on English language education, the EFL curriculum, the ESL
curriculum, and comparative analysis has been lavishly conducted by scholars.
•Alsagoff, L., Lee Mckay, S., Hu, G., & Renandya, W.A. (Eds.). (2012). Principles and Practices for Teaching
English as an International Language (1st ed.). Routledge. https://doi.org/10.4324/9780203819159
•Brown, J. D. (2015). The Future of English as a foreign language (EFL) curriculum development in the
21st Century. Language Teaching, 48(3), 365-382.
•Finney, D. 2002. The ELT Curriculum: A Flexible Model for a Changing World. In J.C. Richards and W.A.
Renandya(Eds.). Methodology in Language Teaching (pp.69-79). Cambridge: Cambridge University
Press.
•Kabilan, M. K., & Tan, S. H. (2018). The ASEAN Common Framework of Reference for Languages:
Implications for English Language Teaching in the Region. Journal of Language and Education, 4(4), 1-
13. doi: 10.17323/jle.2018.8861
•Nunan, D. (2003). The Impact of English as a Global Language on Educational Policies and Practices in
the Asia-Pacific Region. TESOL Quarterly, 37, 589-613
•Posner, G. J. (2004). Analyzingthe curriculum. McGraw-Hill.
•Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.
…… and many more

6. •To what extent are the
EFL and ESL curricula
for higher education in
ASEAN countries similar
or different?
•What are the EFL and
ESL curricula for higher
education in four ASEAN
Countries (Indonesia,
Brunei Darussalam,
Malaysia, and Singapore?

7. •Tyler(1949)statedthatcurriculumisallthelearning
experiencesplannedanddirectedbytheschooltoattain
itseducationalgoals.
•Theaspectoflearningexperiencesbeingemphasizedis
alsoseeninPinar’s(1974)definition.
•AccordingtoPosner(2004),thecurriculumis"an
organizedframeworkforlearning,typicallyrepresented
byanoutline,syllabus,orchart,thatdelineatescourse
goals,learningobjectives,andsubjectmattercontent,as
wellasmethodsandmeansofassessment.“
•Inthewidersense,itreferstoallaspectsofthe
planning,implementation,andevaluationofan
educationalprogram,why,how,andhowwelltogether
withwhatoftheteaching-learningprocess(Finney,
2002).

8. EFL Curriculum in Higher Education
•Awiderangeoflanguageandintercultural
competenciestocommunicateeffectivelyacross
cultures(Brown,2015)
•Curriculuminhighereducationtypicallyaimsto
developstudents'languageproficiencytoan
advancedlevel(Setiawan(2017),Zhang(2017),
Huang(2018),Nolasco(2019))withafocuson
academiclanguageskills.
•AnEFLcurriculuminhighereducationmayalso
includecoursesthatfocusonspecificacademic
disciplines(Ismail,2019)
•AnEFLcurriculuminhighereducationmayalso
includecoursesthatincorporatetechnology(Dewi.
et.al(2020),MokhtarandYusop,2019)and
multimediaresourcestoenhancelanguage
learning,suchasonlinelanguagelabs,interactive
software,andaudioandvideomaterials.

9. EFL and ESL Curricula in The Higher Education Context
Needs Analysis
Curriculum Design
Course Delivery
Assessment and Evaluation
Continuous Improvement

10. IS IT APPLE TO APPLE?
Goals &
Objectives
Contents and
Subject Matter
Method or
Procedures
Standard of
Evaluation

11. GOALSANDOBJECTIVES
❑Indonesia
ThegoalofhighereducationcurriculainIndonesiaistoprovidestudentswiththeknowledgeacquisition,skills
development,characterbuilding,industryrelevance,andattitudesnecessarytosucceedintheirchosencareers
andcontributetothedevelopmentofthenation.
❑Malaysia
ThegoalofhighereducationcurriculainMalaysiaistoprovidestudentswithabroadunderstandingofthefield
ofstudy,todevelopcriticalthinkingandproblem-solvingskills,tofostercreativityandinnovation,todevelop
effectivecommunicationskills,includingwrittenandoralcommunication,teamwork,andinterpersonalskills,to
promotelifelonglearning,andtopromoteethicalandsocialresponsibility
❑Brunei Darussalam
ThegoalandobjectivesofthecurriculaforhighereducationinBruneiDarussalamarealignedwiththecountry's
long-termdevelopmentplan,WawasanBrunei2035,whichaimstocreateahighlyeducatedandskilled
workforcetodrivethecountry'seconomicgrowth.
❑Singapore
ThegoalofhighereducationinSingaporeistoprovidestudentswitharigorousandcomprehensiveeducation
thatpreparesthemforsuccessintheglobaleconomy.

12. CONTENTS & SUBJECT MATTER
❑Indonesia
ThecontentandsubjectmatterforEFLandESLcoursesinhighereducationcurriculainIndonesiaaimtodevelopstudents’
Englishlanguageproficiencyandpreparethemforsuccessinacademicandprofessionalcontexts.
❑Malaysia
Thecontentsaredesignedtomeetthechangingneedsofstudentsandsociety.Thereisagrowingemphasisondeveloping
students'languageproficiencyandcommunicationskills,aswellasonincorporatingcriticalthinking,creativity,anddigital
literacyintothecurriculum.
❑Brunei Darussalam
TheEFLandESLcurriculainBruneiDarussalamcoverarangeofsubjectareas,includinglanguageskills,grammar,
vocabulary,andpronunciation.Thecurriculaaredesignedtodevelopstudents'proficiencyintheEnglishlanguage,both
spokenandwritten,toenablethemtocommunicateeffectivelyinacademicandprofessionalsettings.
❑Singapore
InSingapore,Englishisoneoftheofficiallanguagesandiswidelyusedasthemediumofinstructioninhighereducation.
EnglishasaForeignLanguage(EFL)andEnglishasaSecondLanguage(ESL)coursesareofferedtostudentswhorequire
additionallanguagesupport.Thecontentsandsubjectmatterofthesecoursesaredesignedtohelpstudentsimprovetheir
languageproficiencyandcommunicationskills.

13. METHODS OR PROCEDURES
❑Indonesia
Thecurriculaarebasedoncommunicativelanguageteaching(CLT)principlesandincorporatearangeofteachingmethodologiesand
procedures.HerearesomeexamplesofEFLandESLmethodsandprocedurescurriculausedinhighereducationinIndonesia:1)
Task-BasedLanguageTeaching(TBLT),2)ContentandLanguageIntegratedLearning(CLIL),3)CommunicativeLanguage
Teaching(CLT),4)Project-BasedLearning(PBL),and5)CollaborativeLearning.
❑Malaysia
InEFLandESLcurriculaforhighereducationinMalaysiaaredesignedtoprovidestudentswithacommunicativeandinteractive
languagelearningexperiencethatcombinesavarietyofteachingmethodsandmaterials.Theuseofcommunicativelanguage
teaching,task-basedlearning,collaborativelearning,authenticmaterials,technology-basedlearning,andformativeandsummative
assessmentsallowsstudentstodeveloptheirlanguageskillsinavarietyofwaysandcontexts.
❑Brunei Darussalam
ThemethodsandproceduresusedintheEFL/ESLcurriculainBruneiDarussalamincludeavarietyofapproaches,suchas
communicativelanguageteaching,task-basedlanguageteaching,andcontent-basedlanguageteaching.Thesemethodsaredesigned
toengagestudentsinauthenticandmeaningfullanguageuse,allowingthemtodeveloptheirlanguageskillsinreal-lifesituations.
❑Singapore
HerearesomeofthecommonmethodsandproceduresusedinEFLandESLcurriculaforhighereducationinSingapore:1)
CommunicativeLanguageTeaching(CLT),2)Task-BasedLanguageTeaching(TBLT),3)Content-BasedInstruction(CBI),4)
GrammarTranslationMethod(GTM),and5)Computer-AssistedLanguageLearning(CALL).CALLcanbeusedinconjunctionwith
othermethods,suchasCLTandTBLT.6)LanguageExchangePrograms.

14. STANDARD OF EVALUATION
❑Indonesia
Here are some examples of EFL and ESL standard evaluation curricula used in higher education in Indonesia: 1) TOEFL (Test
of English as a Foreign Language), 2) IELTS (International English Language Testing System), 3) CEFR (Common European
Framework of Reference for Languages), 4) Portfolio Assessment, and 5) Performance-Based Assessment.
❑Malaysia
Theuseofstandardevaluationmethodssuchasplacementtests,proficiencytests,formativeandsummativeassessments,self-
assessment,peerassessment,andprogramevaluationhelpstoensurethatlanguagelearningoutcomesareachievedandthat
studentsarepreparedforacademicandprofessionalsuccess.
❑Brunei Darussalam
TheevaluationmethodsusedinBruneiDarussalamincludebothtraditionalandtechnology-enhancedassessments,suchas
writtenexams,oralpresentations,groupdiscussions,andonlineassessments.Theseevaluationsaredesignedtoprovidea
comprehensiveassessmentofstudents'languageproficiencyandtheirabilitytouseEnglishindifferentcontexts.
❑Singapore

15. STANDARD OF EVALUATION
❑Singapore
ThefollowingaresomeofthecommonassessmentmethodsusedinEFLandESLcurriculaforhighereducation
inSingapore:
1.StandardizedLanguageProficiencyTests:Standardizedtests,suchastheTestofEnglishasaForeign
Language(TOEFL)andtheInternationalEnglishLanguageTestingSystem(IELTS),arecommonlyusedto
measurestudents'languageproficiency.
2.WritingAssignments
3.OralPresentations
4.ClassroomParticipation
5.Portfolios
6.PeerFeedback

17. 1.Englishistaughtasacompulsory
subjectinallschools,fromprimary
totertiarylevel.
2.TheEFLcurriculumfocuseson
developingreading,writing,
listening,andspeakingskillsin
English.
3.Inhighereducation,thecurriculum
emphasizestheuseofEnglishfor
academicpurposes,suchaswriting
researchpapers,presentations,and
discussions.

18. 1.Englishistaughtasasecondlanguageinallschools,butsomeschoolsuse
Malayasthemediumofinstruction.
2.TheESLcurriculumfocusesondevelopingreading,writing,listening,
andspeakingskillsinEnglish.
3.Inhighereducation,thecurriculumemphasizestheuseofEnglishfor
academicandprofessionalpurposes,suchaswritingessays,giving
presentations,andparticipatinginseminars.

19. 1.Englishistheofficiallanguageof
instructioninallschoolsandcolleges.
2.TheESLcurriculumfocuseson
developingreading,writing,listening,
andspeakingskillsinEnglish.
3.Inhighereducation,thecurriculum
emphasizestheuseofEnglishfor
academicandprofessionalpurposes,such
aswritingreports,givingpresentations,
andconductingresearch.

20. 1.Englishistheprimarylanguageof
instructioninallschoolsandcolleges.
2.TheESLcurriculumfocuseson
developingreading,writing,listening,
andspeakingskillsinEnglish.
3.Inhighereducation,thecurriculum
emphasizestheuseofEnglishfor
academicandprofessionalpurposes,such
aswritingessays,givingpresentations,
andconductingresearch.

22. REFERENCES
Alsagoff, L., Lee Mckay, S., Hu, G., & Renandya, W.A. (Eds.). (2012). Principles and Practices for Teaching English as an International Language (1st
ed.). Routledge. https://doi.org/10.4324/9780203819159
Bolkini,S.,&Osman,R.(2019).HighereducationcurriculumreforminBruneiDarussalam:Towardsalearner-centredapproach.AsiaPacificJournalof
Education,39(3),360-373.
Brown,J.D.(2015).ThefutureofEnglishasaforeignlanguage(EFL)curriculumdevelopmentinthe21stcentury.LanguageTeaching,48(3),365-382.
Chan,W.M.(2017).ThedevelopmentofanEnglishforacademicpurposes(EAP)courseforinternationalstudentsinMalaysia.InternationalJournalof
EnglishLanguageTeaching,5(4),36-48.
Dardjowidjojo,S.(2018).EnglishLanguageTeachinginIndonesia:AContinuousChallengeinEducationandCulturalDiversity.AsianEFLJournal,
20(1),150-161.Retrievedfromhttps://www.asian-efl-journal.com/main-editions-new/english-language-teaching-in-indonesia-a-continuous-challenge-in-
education-and-cultural-diversity/
Deng,Z.,Gopinathan,S.,Lee,C.KE.(2013).TheSingaporeCurriculum:Convergence,Divergence,IssuesandChallenges.In:Deng,Z.,Gopinathan,
S.,Lee,CE.(eds)GlobalizationandtheSingaporeCurriculum.EducationInnovationSeries.Springer,Singapore.https://doi.org/10.1007/978-981-4451-
57-4_15
Dewi,F.,Lengkanawati,N.S.,&Purnawarman,P.(2020).Teachers’ConsiderationinTechnology-IntegratedLessonDesign:ACaseofIndonesianEFL
Teachers.InternationalJournalofEmergingTechnologiesinLearning,15(18),189–202.https://doi.org/10.3991/ijet.v14i18.9806

23. REFERENCES
Ellis,A.K.(2011).Exemplarsofcurriculumtheory,inGlatthornA.A,BoscheeF,andWhitehead
Finney,D.2002.TheELTCurriculum:AFlexibleModelforaChangingWorld.InJ.C.RichardsandW.A.Renandya
(Eds.).MethodologyinLanguageTeaching(pp.69-79).Cambridge:CambridgeUniversityPress.
Glatthorn,A.A,Boschee,F.andWhitehead,M.B.(2012).CurriculumLeadership:strategiesfordevelopmentand
implementation.Montana:SagePublications.
Galvez,Elenita.(2019).EnglishLanguageEducationinThreeASEANCountries:ProspectsofHarmonizationforASEAN
HigherEducation.BulacanStateUniversity:Philippines.http://dx.doi.org/10.2139/ssrn.3437581
Kabilan,M.K.,&Tan,S.H.(2018).TheASEANCommonFrameworkofReferenceforLanguages:Implicationsfor
EnglishLanguageTeachingintheRegion.JournalofLanguageandEducation,4(4),1-13.doi:10.17323/jle.2018.8861
Kaewpet,C.,Kaewpet,D.,&Ma,G.(2020).ComparingEFLandESLCurriculumStandardsinASEANCountries.Journal
ofLanguageTeachingandResearch,11(6),513-522.
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