Abstract
This study provides a synthesis of the literature on curriculum evaluation and specifically, on curriculum evaluation related to the oracy skills of Second Language / Foreign Language (SL/FL) programmes for young learners (YL). The paper discusses general principles and key methodological approaches for curriculum evaluation. The discussion focuses on literature pertinent to ESL/EFL curriculum evaluation, aiming to identify key parameters that will assist in developing an effective scheme for evaluating an EFL curriculum. Then the paper turns to the specific issue of evaluating oracy skills within an EFL curriculum. This is a less researched topic, as it is only recently that some researchers have directed their attention to this end. It synthesises key studies, such as Bueno-Alastuey and Agulló’s (2015) checklist for evaluating oral skills in EFL textbooks and van Batenburg et al.’s (2020) coding framework for assessing oral interaction activities in EFL coursebooks. The paper subsequently examines the distinctive challenges of evaluating English as a Second Language (ESL) curricula for YL. Drawing on Arnold and Rixon’s (2010) findings, it underscores the necessity of designing developmentally appropriate, engaging, and culturally sensitive materials while recognising the complexities introduced by varied educational settings and supplemental private education. By combining these comprehensive frameworks, the paper provides insights into the development and evaluation of SL/FL curricula that support YL SL/FL oral competencies. The findings have significant implications for educators, curriculum developers, and policymakers striving to optimise language acquisition outcomes in increasingly diverse educational environments.
Details
Presentation Type
Theme
KEYWORDS
CURRICULUM EVALUATION, TESOL, EFL, ESL, ORACY SKILLS, YOUNG LEARNERS
