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Davis & Schleifer (1989) Contemporary Literary Criticism, London: LongmanGoldstein, J.M. & Johnson, B. (2002) Voices and Values. A Reader for Writers. Instructor‟sEdition, New Jersey: Townsend Press.Kawere, E.N.K. & Mpalanyi, S. (1997) Ebiyiiye Eby‟entununsi, Kampala: Nets PublishersKawere, E.N.K. ( 1991) Omuzimu gwa Kazooba, Kampala: Nets PublishersKeesey, D. (1994) Contexts for Criticism, Mountain View: Mayfield Publishing Company.Kiyingi, W. (1995) Gwosussa Emmwanyi, Kampala: Luganda Consultancy BureauLather, P. (1991) Getting smart: Feminist research and the post-modern pedagogy, New York:Routledge.Lunzer, E. & Gardner, K. (1984) Learning from the Written Word, Edinburgh: Oliver & Boyd.Protherough, R. (1983) Developing Response to Fiction, Milton Keynes & Philadelphia: OpenUniversity Press.Ssenkubuge, C.J. (1993) Omunaala, Kampala: Luganda Consultancy BureauAssessmentLearning on this course will be assessed by coursework, marked out of 40%, and writtenexamination, marked out of 60%. Coursework will consist of both short written assignments andseminar presentations which will be assessed in class.MELL 7106 Language Course Design, Management and EvaluationCourse DescriptionThis course in curricular matters is based on observation of gaps in teachers‟ and othereducators‟ knowledge of essentials in language course design and development and theirimplications for the development of language skills. Its overall aim is to groom languagecurriculum leadership through (i) exposing learners to historical and contemporary curriculartheory and (ii) practising them in the development, review and evaluation of language courses.Thus the course targets the development of critical-analytical practice, through practical handsonteaching and learners‟ understanding of the forces that combine to influence choice oflanguage learning content, the approaches to teaching it, and the yardsticks for evaluating itsdelivery.Learning OutcomesThe learner is expected to demonstrate ability to:(i) design appropriate language courses for educational and other teaching and traininginstitutions;(ii) advise clients on the development of language courses for specified groups oflearners;(iii) oversee the implementation of language courses in specified educational and othertraining programmes, and(iv) evaluate the performance of courses in specified language teaching contexts.ObjectivesThis course will equip the learner with skills to:32
(i)(ii)(iii)(iv)(v)(vi)critique stakeholder expectations of the outcomes of language teaching and trainingprogrammesassess the learning needs of target language programme beneficiariescollect and analyse contextual data to inform language course designdesign language teaching/learning curriculamanipulate educational and other resources for effective delivery of languagecurriculadesign, use and interpret language curriculum evaluation materialsContentLearners will study selected language theories as well as curricula theory and their philosophiesand challenges. They will search for and analyse the expectations of key stakeholders in selectedlanguage teaching settings and their implications for content and design. They will study theprocess of establishing language courses in different educational programmes, examine thefacilitating factors and the hindrances, and discuss suitable approaches to effective managementof courses and entire programmes. Learners will also identify and evaluate selected courses forprimary, secondary and tertiary grades, and critique their own and others‟ evaluation.Teaching Approaches and MethodsLectureSeminarSmall groupCourse OutlineWeek Content/Activity1 Language Theory and ResearchCurriculum Theory and ResearchLanguage acquisition and its implications for course designWhat curriculum is and what it isn‟tTheories of effective language curriculum2 & 3 Situational Analysis & Needs AssessmentSocietal expectations for language learning in formalprogrammesCompetence weighted needsRelevance weighted wantsWashback from language exams4 Goal-oriented Language Course DesignCommunicative syllabus designInteractive Approaches5 & 6 Social Justice Language Education ApproachesQuality in our schools and othersDetermining value for future citizenshipBottom-down and Top-down valuesEmpowering teachers for curriculum leadership7 Integrating Language and Literature Teaching33
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