Detailed Report: Second Language Curriculum Development for ESL/EFL

This report, titled "SECOND LANGUAGE CURRICULLUM DEVELOPMENT," focuses on designing an ESL/EFL curriculum, specifically "Study, Grow, Repeat," for students aged 4-16. It begins by defining curriculum and the context of learning, emphasizing the importance of English proficiency. The report details the target learners, considering their social backgrounds and motivations, and proposes a 10-week teaching program with specific unit objectives, language functions, and skill focuses. It also outlines the resources and assessment methods for each unit. The core of the report is a rationale that analyzes the learners' needs, emphasizing a learner-centered approach. The curriculum incorporates active, inductive, and cooperative learning methods. The report then discusses the importance of identifying learners' requirements and adapting the curriculum to suit their needs. The report concludes by highlighting the importance of cultural considerations and a holistic approach to needs analysis. The curriculum aims to equip learners with not only English proficiency but also the world knowledge and ideas needed to succeed. The report highlights the significance of a well-structured curriculum for effective language learning.

Running head: SECOND LANUGAGE CURRICULLUM DEVELOPMENT
SECOND LANGUAGE CURRICULLUM DEVELOPMENT
Name of the Student
Name of the University
Author Note

SECOND LANGUAGE CURRICULLUM DEVELOPMENT 1
Executive Summary
Curriculum is defined as the experiences of the student that occurs in the procedures of
education. The term defines particularly to a sequence of instructions that are planned, or to a
view of the experience of the students. Study, Grow, Repeat is a curriculum that is designed
in order to teach the students not only the English language but also the knowledge of the
world and the ideas that are needed to survive in the school. The report focuses on the
learners or the students that will be targeted for the curriculum that will be designed. The
report has a detailed description about the teaching program of the curriculum and lastly the
report discusses about the rationale of the program that will be designed.

2SECOND LANGUAGE CURRICULLUM DEVELOPMENT
Table of Contents
Introduction:...............................................................................................................................3
Discussions.................................................................................................................................3
Target Learners......................................................................................................................3
Teaching Program..................................................................................................................5
Rationale of the program........................................................................................................8
Conclusion................................................................................................................................15
References................................................................................................................................16

3SECOND LANGUAGE CURRICULLUM DEVELOPMENT
Introduction:
Curriculum is defined as the experiences of the student that occurs in the procedures
of education. The term defines particularly to a sequence of instructions that are planned, or
to a view of the experience of the students. The area of development of curriculum is a set of
procedures that arerelated to each other and focuses on the designing, revising,
implementation and evaluation of the programs of the languages. A kind of curriculum for
the purposes that are particular, the courses aims at preparing the learners in order to access
the workforce that have a number of features that are distinctive and there are some
considerations that should be taken into description in procedure of developing the language.
Study, Grow, Repeat is a curriculum that is designed in order to teach the students not only
the English language but also the knowledge of the world and the ideas that are needed to
survive in the school. The report focuses on the learners or the students that will be targeted
for the curriculum that will be designed. The report has a detailed description about the
teaching program of the curriculum and lastly the report discusses about the rationale of the
program that will be designed.
Discussions
Target Learners
The context of learning consists of anything in the environment that is surrounding
that is social, physical, and institutional and the personal environments that influences the
learning and teaching. The physical environment consists of the classroom where teaching or
learning occurs. The social environment consists of the relationship between the students and
the teachers and the norms that are cultural play an important role in what can and does
happen in the classroom. The context of teaching is for the purpose of school and teaching

4SECOND LANGUAGE CURRICULLUM DEVELOPMENT
the school students of class 1 to class five, as they require good English knowledge for
writing, reading and communication skills.
The curriculum will be designed for the students from 4 years of age to 16 years of
age. They should be taught properly as this is the age of learning and it is the age when they
will get to learn the new ideas. The language that should be taught t the students should be
English according to the ESL and EFL teaching program. English is a very important
language as everything is studied in English. Learning English from a very small age will
help the students to be proficient in English and the students will have good writing, reading
and communication skills. The social background refers to the history of the students of how
they were raised and their ethnicity and the background of the family. The social background
of the students should be good. The students should be taught irrespective of the social
background. The student can be immigrant or from another culture but they should be taught
the same language as the other students from the country. The types of class are the subjects
that are taught in school and among them English should be given the priority.
The students should have interest in English, as it is one of the most important subject
or a language. It should be taught to every student of the school. The teacher must be good
enough to create interest in the students for studying English as a language and not as a
subject. This will help the student to excel in the language.
The length of the lessons must not be very lengthy. It should be short and compact
and should well understand by the students. The lessons should not be haphazard, as it will
confuse the students where to start and where to end. Six to seven fours of teaching per week
should be enough for the students to learn English. There should be interactive session in the
classroom so that the student does not become boring. The students should also practice the
things that are being taught in the class. It will help the students to be better in the language.

5SECOND LANGUAGE CURRICULLUM DEVELOPMENT
Teaching Program
Wee
k
Unit/topic objectives Language
functions
Activities Resources Assessment
1-3 1 personal
introductio
n
Student
will be able
to
introduce
themselves
among all
the
students
present in
class.
Socialising
greetings
Proper
speaking
and
speaking
skills
Discussio
n skills as
well as
strategies
A group of
students that
are ready to
communicat
e
Basic small
talk
including
‘How are
you’
4-7 2 Numbers
1-100
Alphabet
and
spelling
skills
The
students
will learns
to read the
numbers
from 1-
100 and
learn the
alphabets
and write
spellings
The
function is
to learn
English
without
any
spelling
mistakes
and learn
to count
the
numbers
Proper
counting
of
numbers
and to
write
proper
spelling
without
mistakes.
Spelling
books and
book of
numbers
Pronunciatio
n
Counting
skills and
telephone
numbers.

6SECOND LANGUAGE CURRICULLUM DEVELOPMENT
8-10 3 Pronouns
Adjectives
Adverbs
Simple
present
To learn
the basics
of English
grammar
and where
to place
them to
make a
sentence
meaningful
.
The
functions
of the
basic
grammar
of English
is to make
meaningfu
l sentences
and not
make any
errors
related to
grammar
Doing the
exercises
that are
based on
grammar.
Writing
essays and
reading
books
Grammar
book, story
books
Recognizing
the
connection
between this,
that, here.
The use of
simple
present in
everyday
routines
The use of
adverbs of
frequency.
Unit 1
Topics: personal introduction
Objectives: The student will be able to introduce themselves to other students and teachers
The student will be able to greet others.
Assessments: talking with a group of students will help the student to learn introducing to
others
Class 1 Grammar
Listening
Visual aids
notebook

7SECOND LANGUAGE CURRICULLUM DEVELOPMENT
Reading
writing
Class 2 Speaking
Listening
writing
Question and answer sheets
Vocabulary cards
Notebook
worksheet
Class 3 Grammar
Spelling skills
Reading skills
Question and answers
Textbook
Notebook
Class 4 Writing skills
Listening skills
Speaking skills
Question and answer sheets
Visual aids, notebook
Notebook.
Language focuses each unit: unit 1-personal introduction
Unit2- numbers 1-100 and spelling skills
Unit 10: Pronouns
Adjectives
Adverbs
Simple present
Skill focus: writing, speaking
Goals: the student will be able to learn the grammar skills and write proper sentences
without error.

8SECOND LANGUAGE CURRICULLUM DEVELOPMENT
The student will be able to speak right English without any grammatical errors.
Outcomes: unit 1- the student will be good in personal introduction
Unit 2- the student will be good in counting numbers and writing spellings
Unit 10- the students will be good in grammars and speaking skills
Resources: the resources will be notebooks, grammar books and visual aids
Tasks: the tasks of the students should be read the grammar books and to solve the
exercises of grammar. To speak with the other students to increase the speaking skills
Rationale of the program
Need analysis
Discovering the learner’s requirements is paramount for any employment, learner-
centred focused curriculum. The learner centred curriculum mainly empowers all the learners
in taking the significant ownership of the materials that would be learnt by them by mainly
emphasising on the methods by which the new knowledge helps in solving any problem or
even adds value (Al Badi, 2015). Rather than easily pouring all the required information in
the mind of the learner, the educator mainly presents students with the main issue and then
guides the class as solution is developed for the issue. The learners learns some innovative
information and then present effective solutions rather than passively waiting for answers of
the educators. It has been analysed that the learner based curriculum mainly permits the
students in interacting with the teams with the help of effective discussions as well as the
group activities (Carnero, 2017). This efficient approach mainly encourages the students in
sitting in the groups for executing coordination. With having significant discussion with the
educators and other education providers, the learners learns the importance of working in the
teams and then efficiently solve any issue with the help of collaboration (Chen, Goodson &

9SECOND LANGUAGE CURRICULLUM DEVELOPMENT
Acosta, 2015). From the perspective of the educators, the learning centred curriculum is
commonly considered as the approach of teaching that could helpful for providing the
required knowledge using the effective methods and processes. The learning focussed
curriculums mainly assists with implementing more than one methods of learning in the
classrooms. This particular approach focusses on the variety of the various kinds of methods
that emphasised on the materials that are being learnt by the students, and it would help in
changing the role of the educator in the classrooms (Durán, 2016). The conventional teaching
without any curriculum frequently leads to the students who are significantly passive learners
and who does not take any accountability for their respective learning. In the contrast to this
conventional method of learning, the learner centred curriculum could be easily implemented
when the educators mainly focusses on the student learning (Fan, 2019). The learning centred
approach of curriculum implements the main focus on any particular person who has been
doing all the learning, and in this case the students. The modified learning curriculum would
include the active learning, the inductive learning and teaching and the cooperative learning
that would provide the students with all the education easily. The active learning could be
considered as that aspect where the students solve the problems, answers the questions
efficiently, formulates the questions of own, explain, debate, discuss and then brainstorm for
solving the issues that are being faced by them (Fleming, 2019). In the aspect of the
cooperative learning, the students mainly works in efficient teams on the projects and the
problems under the conditions that significantly assure the individual responsibility and the
positive interdependence (Widodo, 2016). The inductive learning could be described as the
aspect where the students are mainly presented with the challenges that allows them to learn
all the course materials in context of the addressing any challenge. The inductive methods
mainly include the inquiry based learning, the case based instruction, the problem based
learning, the project based learning, and the discovery learning (Glatthorn et al., 2018). It

10SECOND LANGUAGE CURRICULLUM DEVELOPMENT
could analysed that the introduction of learner focussed curriculum would help in increasing
the engagement of the learners with the educators. It helps the learners to engage in efficient
learning procedures (Razak et al., 2016). On the conventional teaching methods without the
curriculum, the educators face significant difficulty with the learners because there is no
proper structure of study for the learners (Guo, 2018).
Learners require surrounding of both target requirements and learning requirements
and are identifiable elements for student’s target situations of English. There is lack of
requirements with respect to tripartite learners (Hassan & Selamat, 2017). It is role of
syllabus in bridging the gap among needs and lacks. Employment purpose with respect to
English, however more essential would be types of work which would be searched by them,
their work experience from past, their development rate within the course and their
knowledge about cultural norms. Holistic approach for analysis of needs must consider the
cultural needs of the learner and their specific culturally commitments for children,
workforce hopes and social and economic realities (Hawkes & Nassaji, 2016).
For ensuring intermediate’s entry level and locating needs of specific learner. From
there, determination of proficiency levels can be done and key areas for grammar which
needs special attention along with learning styles would be revealed (Javed, 2017). Previous
non-language knowledge of the learner regarding culture of Australia, workforce and the
rights of theirs at work could be revealed also along with their desires, dreams and hopes. In
learner-centred, the negotiated curriculum which identifies needs of learners is not
preliminary step, however is ongoing concern which requires consistent monitoring (Knoch
et al., 2015). The learner’s needs, especially with respect to employment evolve often during
course. As result, dairy device is employed by this curriculum as formative assessment (Leki,
2017). As the reaction towards conventional procedures of writing anything, the new idea of
diary was defined (Machell, Goodman & Kashdan, 2015). As it has been defined several

11SECOND LANGUAGE CURRICULLUM DEVELOPMENT
researchers that the diary is a innovative approach of organising the thoughts and ideas of any
individual, it helps the people with learning and developing efficiently (McCrocklin & Link,
2016). As per the new curriculum, the writing could be described as the procedure that needs
not solely the ideas as well as thinking but efficient vocabulary, punctuation and the grammar
for expressing these particular ideas (Köberich, 2016). It has been considered that effective
writing is significantly complicated procedure as compared to the use of speech. For
mastering writing, any writer requires to master all characteristics that are associated with it
that includes rich vocabulary, efficient knowledge of grammar as well as mechanics of
writing. As per the new curriculum, the main focus has been placed on the use of innovative
methods of providing education to the learners and help them to gain employment (Davis,
2018). The diary could be considered as the often kept, frequently daily, records of any
personal experiences as well as observations where the ongoing feelings, the thoughts as well
as the ideas could be easily expressed (Mitchell, 2015). It could be considered that
increasingly the diaries are presently being used for investigating the psychological, social as
well as physiological processes in the situations of daily life in several academic, educational
and the vocational settings (Oliver, Rochecouste & Nguyen, 2017). It could be analysed that
the one most important feature of the diary methodology is that the examination of the
reported events as well as the experiences could be easily done with the help of the details
recorded in the diary (Schnitzspahn et al., 2016). It could also be considered that the diary
consists of natural, spontaneous context, and it provides the required information
complementary to what could be obtained by the use of the conventional designs of research.
It could be considered that the diaries helps in reducing the probability of retrospection as
there minimum elapsing of time among any experience and the recalling (Paatsch, Hutchison
& Cloonan, 2019). In the new educating approach, it could be considered that the use of diary
would help the educators to monitor the progress of the learners each week by carefully