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CURRICULUM DESIGN This chapter presents general concepts of curriculum design such as curriculum, syllabus, needs analysis, instructional

blocks and evaluation 2.9.1. CURRICULUM Translator training has gained impetus and attracted attention of many scholars. Because of this, the number of books and papers on translation teaching has increased along with surveys, research, theses and dissertations. It is doubtless that together with this interest, curriculum development/syllabus design has been on the focus of many scholars such as Kiraly, Gile, etc. It is a must to base a program on a sound ground with a sound framework by relying on the literature and research in the field of educational sciences, translation studies and foreign language teaching. Ornstein and Hunkins state that how one defines a curriculum cannot be free from the approach he adopts. There are four main approaches: BehaviouralRational Approach, Systems-Manegarial Approach, Intellectual-Academic Approach, Humanistic-Aesthetic Approach (1988). Depending on the approach adopted, it is possible to find various definitions of curriculum. For example, according to ones favouring behavioural and systems managerial approaches a curriculum is a plan for action that includes strategies for achieving desired 48 goals or ends (Ornstein and Hunkins 1988: 6). On the other hand, HumanisticAesthetic approach sees it as dealing with the experiences of the learner. Ornstein and Hunkins (1988) state that there is no consensus on the scope of curriculum. However, they point out that curriculum development and curriculum design must be included in the scope. Curriculum development is interested in how curriculum is planned, implemented and evaluated and defines people, processes and processes involved in the development. There are two main curriculum development approaches; technical-scientific approaches that consider curriculum a plan for structuring education environment and nontechnical-nonscientific that see curriculum as a process evolving during education. Curriculum development offers steps to be followed during planning. (cited in Ornstein and Hunkins 1988: 12). Regarding the curriculum development, Tyler (1949) claims that the answers given to the following questions reveal the nature and process of curriculum development together with a model for it:
(1) What educational purposes should the school seek to attain? (2) What educational experiences can be provided that are likely to attain these purposes? (3) How can these educational experiences be effectively organized? (4) How can we determine whether these purposes are being attained? (cited in Richards 2001: 39)

This definition as it will be seen in the forthcoming definitions mention four main components; aims, content, organization and evaluation. Ornstein and Hunkins name them as objectives, subject matter, method and organisation, and evaluation (1988: 166) Tylers above mentioned model is one of the most well known models. This model adopts a linear approach; that is to say, there is no interaction among components and sub-components of the model as stated by Ornstein and 49 Hunkins (1988). On the other hand, according to Giles, the four components interact with each other, showing an ongoing interaction among themselves

(cited in Ornstein and Hunkins 1988). Taba offers seven-step model composed of diagnosis of needs, formulation of objectives, selection of content, organisation of content, selection of learning experiences, organisation of learning activities and evaluation and means of evaluation (cited in Ornstein and Hunkins 1988: 194-195). In addition to them, Saylor and Alexander model includes goals, objectives, and domains, curriculum design, curriculum implementation and curriculum evaluation (cited in Ornstein and Hunkins 1988: 195). Moreover, Hunkins model is composed of curriculum conceptualisation and legitimisation, diagnosis, content selection, experience selection, implementation and evaluation (cited in Ornstein and Hunkins 1988: 197-198). In addition, there are other models categorized in nontechnical-nonscientific approach. Open classroom model is based on activity curriculum where the activities were often treated as ends in themselves (Ornstein and Hunkins 1988: 201). Weinstein and Fantinis curriculum of affect model is a model in which teachers generate new content and technique together with the needs of students. Rogers Interpersonal relations model focuses on human experiences instead of content or learning activities and processes for solving personal and group problems rather than products. This approach emphasizes the subjective, the personal, the aesthetic, the heuristic and the transactional (Ornstein and Hunkins 1988: 200-204). On the other hand, curriculum design is the way in which the curriculum is conceptualised and arranged into its major competence. It is concerned with the nature and arrangement of four basic curricular parts {(a) aims, goals and objectives, (b) subject matter; (c) learning experiences; and (d) evaluation approaches}. The approach and definition one adopts affects the way he designs the course. While curriculum development is technical and scientific, curriculum design is based on values and beliefs of curricularists about 50 education, teaching, learning and instruction (Ornstein and Hunkins 1988: 13). Nunan defines curriculum design as a three-component concept. First one is syllabus design interested in selecting and sequencing content, second one; methodology with selecting and sequencing appropriate learning experiences and last one; evaluation with appraising learners and determining the effectiveness of the curriculum as a whole (1999: 72). There are three main design types around which new design types are created through modification and integration. They are subject centred, learner-centred and problem centred. Subject centred design type accepts knowledge and content as integral parts of the curriculum. Learner-centred course design accepts students as the centre or focus of the program. The content is derived from the needs of them. Problem centred course design accepts problems of living both for the individual and for society in general. Each of the three models has some sub design models (Ornstein and Hunkins 1988: 171-187). Ornstein and Hunkins state that subject-centred design prefers technical approach to curriculum model while learner-centred and problem centred designs prefer non-technical approach (1988). A curriculum developer may employ any of the course design models mentioned on condition that it overlaps with what the program wants to achieve. Yalden states that there is no universally agreed upon program design model as there is no such method or syllabus design (cited in Sar 2003: 45).

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