Combining the old and the new: Designing a curriculum based on the taba model and the global scale of English

Belgin Aydın, Meral Melek Unver, Bülent Alan, Sercan Sağlam

Abstract



This paper explains the process of designing a curriculum based on the Taba Model and the Global Scale of English (GSE) in an intensive language education program. The Taba Model emphasizing the involvement of the teachers and the learners in the curriculum development process was combined with the GSE, a psychometric tool measuring language proficiency in a granular structure to develop a context specific curriculum. The decisions made, the steps taken and the impact of the new curriculum were explained with their rationales in the paper. While the developed curriculum is a context specific one, how the Taba model and the scale were adopted depending on the needs of the context in a bottom up approach can be used as a model for similar language teaching contexts. There might be lessons to take from the experience explained in this paper and similar strategies might be followed in the curriculum development process.

 


Keywords


Taba Model, Global Scale of English, curriculum development, bottom up process, foreign language teaching.

Full Text:

PDF

References


Aydın, B., Akay, E. Polat, M., Geridönmez, S. (2016). Türkiye’deki Hazırlık Okullarının Yeterlik Sınavı Uygulamaları ve Bilgisayarlı Dil Ölçme Fikrine Yaklaşımları. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 16 (2), 1-19.

Banegas, D., L. (2011) Teachers as ‘reform-doers’:developing a participatory curriculum to teach English as a foreign language, Educational Action Research,19:4, 417-432, DOI: 10.1080/09650792.2011.625654 Available at: http://dx.doi.org/10.1080/09650792.2011.625654

British Council (2014). Türkiye’deki devlet okullarinda İngilizce dilinin öğretimine ilişkin ulusal ihtiyaç analizi. Yorum Basın Yayın Sanayi Ltd. Şti, Ankara.

British Council (2015). The state of English in higher education in Turkey. A baseline study. Yorum Basın Yayın Sanayi Ltd. Şti, Ankara.

Biggs J. (2003). Teaching for quality learning at university. 2nd Edition, Maidenhead, SRHE / Open University Press. Available at http://udprism01.ucd.ie/TalisPrism/doOpenURLSearch.do?sid=Talis:prod_talis&pid=Key%3A1400700%3BArtifactType%3AMarc21Slim%3BsearchLocation%3Atalislms

Byrne, J., Downey, C. & Souza, A. (2013). Planning a competence-based curriculum: the case of four secondary schools in England, The Curriculum Journal, 24:3, 335-350, DOI: 10.1080/09585176.2012.731007 Available at: http://dx.doi.org/10.1080/09585176.2012.731007

Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.

Demirel, Ö. (2013). Eğitimde program geliştirme. Kuramdan uygulamaya. Pegem. Ankara

Elliott, J. (1994). The Teacher's Role in Curriculum Development: an unresolved issue in English attempts at curriculum reform, Curriculum Studies, 2:1, 43-69. Available at: http://dx.doi.org/10.1080/0965975940020103

Erişen, Y. (1998). Program geliştirme modelleri üzerine bir inceleme. Eğitim Yönetimi 4 (13), 79-97.

Erişen, Y. (2003). Toplam kalite sistemini oluşturmada temel aşama: Standartların Belirlenmesi. Türk Eğitim Bilimleri Dergisi 1(3).

Fraenkel, J.R. (1992). Hilda Taba’s contributions to social studies education. Social Education. 56 (3), 172-178.

Harmer, J. (2015). The practice of English language teaching (5th Ed.). Pearson Education Limited, Essex.

Läänemets, U., Kalamees-Ruubel, K. (2013). The Taba-Tyler Rationales. Journal of the American Association for the Advancement of Curriculum Studies, 9. 1-12.

Lunenburg, F.C. (2011). Curriculum development: Deductive models. Schooling, 2(1), 1-7.

Oliva, P.F. (2005). Developing the curriculum. Pearson. Boston.

Ornstein A. C. & Hunkins, F.P. (2009). Curriculum. Foundations, principles, and issues. Pearson. Boston.

Paker, T. (2014). Yabancı dil eğitimi ve öğretiminde programların tüm süreçlerinin denetimi ve bireysel yönlendirmenin rolü. Türkiye‘de Yabancı Dil Eğitiminde Eğilim Ne Olmalı? Hacettepe Üniversitesi

Eğitim Fakültesi

İngiliz Dili Eğitimi Anabilim Dalı

Yabancı Dil Eğitimi Çalıştayı Bildirileri 12 – 13 Kasım 2012. Sariçoban, A., Öz, H. (Eds). Hacettepe Üniversitesi Yayınları, Ankara, (139-150).

Richards, J. C. (2008). Moving beyond the plateau: From intermediate to advanced levels in language learning. New York: Cambridge University Press. Retrieved May, 24, 2016.

Shawer, S. (2010) Classroomâ€level teacher professional development and satisfaction: teachers learn in the context of classroomâ€level curriculum development. Professional Development in Education, 36:4, 597-620, DOI: 10.1080/19415257.2010.489802 Available at: http://dx.doi.org/10.1080/19415257.2010.489802

Smith, S. (2013). Hilda Taba. Curriculum pioneer and architect. In Thomas S. Poetter, (Ed.), What curriculum theorists of the 1960s can teach us about schools and society today, (pp.181-191). Charlotte. North Carolina: Information Age Publishing.

Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.

Taba, H. (1962). Curriculum Development. Theory and Practice. New York: Harcourt, Brace and World.

West, J. (2016). Validating curriculum development using text mining, The Curriculum Journal, DOI: 10.1080/09585176.2016.1261719 Available at: http://dx.doi.org/10.1080/09585176.2016.1261719

Yabancı Diller Yüksekokulları Yöneticileri Toplantısı (2015). Retrieved December 15, 2015 from https://ydyotr.wordpress.com/toplantilar/

Yi, F. (2011). Plateau of EFL learning: A psycholinguistic and pedagogical study. Available online at wlkc. nbu. edu. cn/jpkc% 5Fnbu/daxueyingyu/download/014. pdf. Retrieved May 24, 2016.


Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Journal of Language and Linguistic Studies
ISSN 1305-578X (Online)
Copyright © 2005-2022 by Journal of Language and Linguistic Studies