Chapters 8 & 9

Richards, J.C. (2004) Curriculum development in language teaching. The role and design of in-
structional materials. pp. 251-309) Cambridge University Press.
Chapter 8:
This chapter discusses the role and design of instructional materials. The chapter starts by explaining the difference between authentic and created materials and their advantages and disadvantages. An advantage from both mentioned was that; exposure to real language and the other said it is built upon graded syllabus. The disadvantage from both camps mentioned; language difficulty can be too hard, and the other was may not reflect students needs. There was a lot of comparing and contrasting of both the authentic and created materials. What I learned from the reading is that the created materials should be used as a resource by experienced teachers and a guide for the new teacher. The chapter also said that it would be advantages for the language learner if the teacher used a mixture of both.
Chapter 9:
This chapter was a discussion on curriculum evaluation. It explained that there are three types of evaluation: formative; what’s working and what and how to address them. Illuminative; it seeks to understand why and how the teaching and learning is working. Summative; concerned with the effectiveness, efficiency and acceptance of a program. Then the chapter goes on to explain the issues in program evaluation. It talked about the participants of an evaluation process. It was interesting to think about the process or lack of it in our district. In thinking about it, it made sense that the reason we go from one curriculum to another is because the district does not “follow” a proper procedure to ensure that we are going to use a program that the students and teachers can understand and follow, and is successful in raising the test scores they are always talking about every year…making safe harbor or AYP. I have been a teacher at our district for many years and have never seen a memo or anything that asks for volunteers or participants to help in picking or designing a curriculum.