- Preface to the First Edition
- Procedural Notes
- Preface to the Second Edition
- Whence Applied Linguistics: The Twentieth Century
- Applied Linguistics: A Twenty-First-Century Discipline
- Research Approaches in Applied Linguistics
- Listening: Sources, Skills, and Strategies
- Reading in a Second Language
- Second Language Writing in English
- Integrating the Four Skills: Current and Historical Perspectives
- Discourse Analysis and Applied Linguistics
- Perspectives from Formal Linguistics on Second Language Acquisition
- Sociocultural Theory and the Pedagogical Imperative
- Language Learner Identities and Sociocultural Worlds
- Computational Models of Second Language Sentence Processing
- Second Language Acquisition: A Social Psychological Perspective
- Interactionist Perspectives on Second Language Acquisition
- Pragmatics and Second Language Acquisition
- Applied Linguistics and the Neurobiology of Language
- Curriculum Development in Foreign Language Education: The Interface between Political and Professional Decisions
- Content-Based Second Language Instruction
- Bilingual Education
- Language Transfer and Cross Linguistic Studies: Relativism, Universalism, and the Native Language
- Language Uses in Professional Contexts
- Cognitive Processing in Bilinguals: From Static to Dynamic Models
- The Bilingual Lexicon
- Language Contact
- Pidgins and Creoles
- Language Spread and Its Study in the Twenty-First Century
- Language Shift and Language Revitalization
- Ecology of Languages
- Methodologies for Policy and Planning
- Unplanned Language Planning
- Perspectives on Language Policy and Planning
- Technology in Standardized Language Assessments
- Progress and New Directions in Technology for Automated Essay Evaluation
- Computer-Assisted Language Learning
- Research in Corpus Linguistics
- Where to from Here?
- Name Index
- Subject Index
Abstract and Keywords
The essence of this article is the development of curriculum in foreign language education and the interface between political and professional. This article falls into two main sections. The first section is concerned with general aspects of curriculum development and innovation. It sets out to define the curriculum in relation to its sister concept, the syllabus, and it further examines the connection between theoretical and practical aspects of curriculum development. It goes on to address the issue of curriculum innovation, an undertaking aimed at resolving the conflict between what is desirable and what is acceptable and feasible. In view of pressing needs, this contradiction has become more acute in recent years, giving rise to various kinds of friction between curriculum designers and teachers on the one hand and specialists and policymakers on the other. Among all the conditions of curriculum reforms, the primary one requires concerted efforts among all participants in education.
Péter Medgyes is ambassador of Hungary posted to Syria. Previously, he was a schoolteacher, teacher trainer, vice rector of his university, and deputy state secretary at the Hungarian Ministry of Education. Professor Medgyes has written numerous books and articles, including The Non-Native Teacher (winner of the Duke of Edinburgh Book Competition), Changing Perspectives in Teacher Education (coedited with Angi Malderez), The Language Teacher, and Laughing Matters. His main professional interests lie in curriculum studies, language policy, and teacher education. He can be reached at http://firstname.lastname@example.org.
Marianne Nikolov is professor of English applied linguistics at the University of Pécs, Hungary, where she teaches undergraduate and graduate courses. Her research areas include early learning and teaching of modern languages, assessment of processes and outcomes in language education, individual differences, and language policy. Her papers have been published in Language Learning, Language Teaching Research, and Annual Review of Applied Linguistics. She is the author of several edited volumes. She can be reached at http://email@example.com.
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