Language Curricula: An Analysis of Content, Methods and Assessment Procedures

Abstract

Every educational curriculum has certain pedagogic objectives which are realized through the instructional praxis. ELT curriculum is no exception to this. It is also based on certain ideologies to be realized through the objectives of the individual learning programmes. Further, the objectives of the curriculum and the individual programmes are to be attained within a stipulated time. This happens when the teachers come to grips with the objectives of the curriculum stated with appropriate methodology. The curriculum, syllabus, methodology, and time together should allow the teacher to assess the linear progression of the learners during and at the end of the course. The rationale of this study is to analyze the factors: curriculum, methodology, materials, and assessment, how they are interconnected and interrelated to the programs/courses. The analyses are done based on the theories proposed by Richards (2001) and Nunan (1988).  This study is focused on the syllabi of two different professional institutions, the design and deployment of their language curricula, in relation to the role of the teachers and tests. The analyses proved that the lacunae in designing the syllabus and its execution along with unrelated testing patterns fail the students in achieving their program objectives. The theoretical stance to analyse the curricula and syllabi and the findings along with implications for syllabus designers and teachers form the crux of this paper.