- CURRICULUM

Educational orientation
The learning theory on which the - curriculum is based on is mainly
Reconstructionism and to some degree Progressivism. First of all the curriculum is
goal-centred following an ends-means approach. There are aims and objectives that
are evident in the descriptors of communicative competence that refer to each level
(Appendix 2 highlight 1). Let it be accentuated that in foreign language learning a
linear and cumulative approach is adopted. The main concern is to determine the level
of competence of each individual student and not merely the grade that they are
officially attending (Appendix 2 highlight 7). Unlike classical humanism, in this case
the whole class isnt expected to move like a block. For reconstructionism the
emphasis is on the ability to communicate and on fulfilling needs of a practical nature.
Students are expected to use the foreign language effectively in order to communicate
with others on an intranational as well as an international basis (Appendix 2 highlight
4). The curriculum is founded on an analysis of learners needs (Appendix 2 highlight
9). As for the presence of progressivism, it is quite apparent since the learning process
seems to be learner-centred and the promotion of learner responsibility is obviously
evident. The learner has a say in the learning process and his/her individual needs and
capacities are taken into serious consideration. There is personal involvement,
negotiation and individual development is sought (Appendix 2 highlight 3).

Learning theory
The - underpins Functionalism which is a language theory that was heavily
influenced by the work of William James as well as Charles Darwins theory of
evolution. Functionalists focused on the purpose of consciousness and behavior and
accentuated individual differences which influenced fields of education profoundly.
John Deweys belief that children should learn at the level for which they are prepared
as well as the stand that they should take part in their own learning had a strong
impact on the application of functional approaches (Appendix 2 highlights 5, 3).
British linguist D.A Wilkens advocated that a shift was necessary from traditional

concepts of grammar and vocabulary to an analysis of the communicative meanings

that were essential in order for learners to express themselves and to be able to
comprehend effectively at a given level of competence (Appendix 2 highlight 6),
highlighting functions such as making requests, offers and apologizing. In contrast to
focusing entirely on structure, functionalism focuses on actual communication in the
target language even at the very start of beginners level with the presentation of
exponents of high communicative value. Grammar and vocabulary are handled from a
semantic rather than a structural viewpoint (Appendix 2 highlight 11,12 ). As a result,
exponents are taught based on criteria of usefulness with preference towards forms
that cover a wide range of functions. To sum up a functional model of language
teaching is applied when language is used for meaningful purposes and to carry out
authentic functions. It can be a medium of interaction and communication between
people for the achievement of specific goals and purposes. (Richards, J.C. & Rodgers
T.S., 2001: 109) (Appendix 2 highlights 8, 10).

Areas of knowledge
The areas of knowledge concerning the - curriculum are defined by
communicative competence determiners according to the learners level. These
determine what the learner should do and know as a result of the whole teaching and
learning process and not what expert curriculum designers consider the best way to
learn a foreign language (Appendix 2 highlight 2). More specifically, as far as reading
comprehension objectives are concerned, learners of each level are expected to be
able to demonstrate basic as well as critical understanding of what is read.
Furthermore, to be in the position to demonstrate awareness of the linguistic and
organizational features of a text( Appendix 2 Level A1 communicative competence
determiners(c.c.d) 01-10, Level A2 c.c.d 01-08, Level B1 c.c.d 01-10, B2 01-10, 1
01-10) Another area of knowledge is written communication where they are expected
to perform basic writing tasks, to convey meaningful and purposeful information and
to produce academic writing in a coherent manner, which ranges from answering
simple questions (level A1) to well-documented and argumentative essays (level 1)
(Appendix 2 A1 11-17, A2 09-13, B1 11-18, B2 11-19, 1 11-20). As for listening
comprehension objectives, learners are expected to demonstrate basic understanding

of spoken discourse such as the main idea and supporting details, as well as critical
understanding e.g interpreting, inferring from and transferring of, explaining,
synthesizing and evaluating what is heard (Appendix 2 A1 22-28, A2 18-23, B1 2326, B2 25-28, 1 28-31) Finally, oral communication objectives aim at demonstrating
the ability to express basic courtesies and communicate in social as well as academic
situations ranging from introducing oneself and giving information (level A1 ) to
discussing demanding themes and justifying the position taken (level 1) by
employing the appropriate structures, vocabulary and tone to convey meaning
(Appendix 2 A1 29-35, A2 24-27, B1 27-32, B2 29-33, 1 32-36).

Teachers role
The -curriculum views the teacher as a guide/facilitator of the communication
process, a negotiator of lesson content, a counselor and group manager (Richards, J.C
& Rodgers, T.S., 2001 : 167-168). So the educator is no longer considered a mere
instructor or authority but a type of coordinator in the whole teaching and learning
process who has initiative, fresh ideas and apart from evaluating students s/he
evaluates her/his own practices and applies improvements, alternative solutions and
even innovations in order to respond to learners needs more effectively ( Appendix 2
highlights 13, 14, 15 ).

Conclusion
An overall evaluation of the two curricula leads to the conclusion that both possess
advantages and shortcomings. Emphasis on the grammar-translation method assures
accuracy since it is based on concrete rules but it does not insure communicative
competence, the ability to actually use the language on a practical basis.
Reconstructionism, on the other promotes predetermined goals and objectives and
practice of part skills with the aim of using the language for communicative purposes.
This, however doesnt mean that learners will be in the position to operate in all the
situations that may come up. Finally, progressivism, may lead to a quite satisfactory
degree of fluency, since it encourages individual development and experiential
learning with little teacher intervention but to a low level of accuracy. (Clarke,1989).
Thus, an ideal and tailor-made curriculum in fact does not exist and the best tactic
may be for teachers and learners to fit it depending on their needs by combining
elements from different theories and implementing them according to occasion.