cm-chapter 5

Richards, J. (2001). Curriculum development in language teaching, Planning goals and
learning outcomes (pp. 112-144). New York: Cambridge University Press.

This chapter talks about goals and outcomes of a program or curriculum. Five curriculum ideologies are explained in relation to the role of language in a curriculum. Explanations of aims and objectives, along with comparisons and example are also taken into account. Major criticisms about the use of objectives may treat needs into objectives, a danger of losing the broader goals of teaching and learning.
It never occurred to me how much planning goes into curriculum development. It’s obvious that much discussion and revision went into the part on planning goals and outcomes from hidden goals to obvious goals or objectives. The topic on competency-based program outcomes interested me because many of our young adults seem to hold desires to go to training of some sort rather than going on to college. At the same time, it helped me to think about language outcomes. Competency goals seem much more easier to work with because of the observable goals.
I think it’s safe to say that our Yup’ik traditional lifestyles are mostly based on competency goals. The ultimate goal being the ability to survive the four seasons with the knowledge and skills you hold as part of the whole community. Our culture and tradition is also value-based. I think the discussion on competency-based goals helped me to see where standards come in.
Question: 1. What are reconceptualists, p. 117?