An informed and reflective approach to language teaching and material design

Contents
Introduction
CHAPTER 1
Origins, Views on Curriculum, and its Application on Language Teaching
Origins of the Word Curriculum Early Characteristics of the Currículum and Foreign Language Teaching Evolution of the Curriculum
Currículum Characteristícs and Components Currículum and Language Teaching Time for reflection
Time for praxis
Time for exploration CHAPTER 2
Philosophy of Education and Curriculum Sorne Philosophies of Education
Philosophy as Critical Inquiry
Philosophies and Different Models of Currículum
A Brief History of Currículum Studies
The Practical Currículum (Anticipated Creation of Alternatives)
The Process or Hypothetícal Curriculum Conclusion
Time for reflection
Time for praxis Time for exploration
CHAPTER 3
Organizing Your Systern of Beliefs Your System ofBeliefs A Framework for Articulating Your Beliefs
Time for exploration Conclusion Time for reflection Time for praxis
Time for exploration
CHAPTER 4
An Overview on Sorne Theories of Learning and theír
Application in Language Teaching
Theories of Learning
Conclusion
Time for reflectíon
Time for praxis
Timeforexploration CHAPTER 5 Principles of Second Language Acquisition, Serniotics, and Graphic Desígn for Material Design PrincipIes for Designing Second Language Learning Materials Time for exploratíon Semiotics Time for exploratíon Elements and PrincipIes of Design
Conclusion Time for reflectíon Time for praxis
Time for exploratíon
CHAPTER 6 An Informed Use of rcr in Material Design Fears and Expectations about Computer Use in Education
An Overview of Computer Development
Use of rr in Instruction and Learning
 Emphases of IT and JeT Education The Network Era Present and Future Developments
Instructional Design: A Models-Approach Conclusion Time for reflectíon Time for praxís Time for exploratíon CHAPTER 7
Fundamental Considerations in Unit Design Models of L2 curriculum Time for exploratíon Proficiency- Based Language Instruction Content - Based Language Instruction
Time fOI exploration Standards - Based Language Education Standards in Hígher Education Time for exploration What Changes Are Needed? Unit Desígn Process Time for ref1ection Time for reflection Time for praxis 1
Time for praxis 2
Time for exploration
Conclusion References Authors