CURRICULUM DEVELOPMENT

Curriculum development process / factors to consider

Curriculum development for MTB-MLE: Basic features
Defining features of MTB-MLE curriculum and principles to guide the curriculum development process.

MTB-MLE: What have we learned about best practices in developing strong programs?
Lessons learned relating to curriculum development for MTB-MLE, with photos from programs in Asia, Africa, and the Pacific.

Resource for developing MTB-MLE curriculum and teaching/learning materials
Part 1. Suggestions for using this resource
Part 2. Template to match MTB-MLE-specific learning outcomes with government competencies for language education

Curriculum and materials development for MTB-MLE: Recommendations from course participants

Participants’ list of the most important things to communicate to groups planning MTB-MLE programs. 

Questions to guide planning of MTB-MLE curriculum and instructional materials
Seventeen questions to consider before beginning curriculum and instructional materials development for MTB-MLE programs. 

La planification et élaboration du curriculum et du matériel pédagogique pour l’EML
Developing curriculum, teaching, and learning materials for MTB MLE programs. (French)

Comparing situations in which most 2LA theories arise and the ethnic minority communities in which we work: Rationale for adjusting application to local contexts

Importance of recognizing that curriculum and teaching/learning materials for MTB-MLE programs must be based on sound theories but also must be relevant to the intended learners.

Language Education to help students build fluency in two or more languages

“Strong Foundations” and “Good Bridges” in Language Education: Lessons from Around the World

Rationale for education programs that start in students’ Mother Tongue or first language (L1) as their foundation for learning in school.

L1 as the foundation for learning new languages in school: Ideas to consider in developing MTB-MLE curriculum

Powerpoint presentation with examples of the benefits for young children when their L1 is the first language of learning.

Bridging between languages in MTB-MLE: Overview of the process
A brief summary of research findings relating to the bridging process in strong MTB-MLE programs and suggestions for implementing what has been learned.

Bridging between languages in education: What have we learned?
A PowerPoint presentation about the bridging process, including photos from MTB-MLE programs around the world.

Why 2LA theories and practices need adjustment for MTB-MLE in ethnic minority communities
This tabel shows the similarities and differences between contexts in which many second language acquisition (2LA) theories are developed and why non-dominant language communities may need to make adjustments for MTB-MLE program to be effective. 

Comparaison des situations entre les pays dans lesquels la plupart des théories A2L1 apparaissent et les communautés de minorité ethniques dans lesquelles nous travaillons--raisons pourquoi nous devons ajuster l'application des théories selon notre context

Importance of recognizing that curriculum and teaching/learning materials for MTB-MLE must be based on sound theories but also must be relevant to the intended learners. (French)

Si desea una transición exitosa a una segunda lengua, primero eduque en la lengua materna (DOCX)

A strong foundation in children’s home language is essential for successful transition to a second language. (Spanish)

Si desea una transición exitosa a una segunda lengua, primero eduque en la lengua materna (PPT)

A PowerPoint presentation on children’s L1 as essential for successful transition to a second language. (Spanish)

Planning the language progression in MTB MLE: Language as subject and language for instruction

Suggestions for applying what we have learned about language acquisition in planning MTB-MLE programs. 

Additional resources with examples of classroom activities for language education and other subjects can be found on the Teaching Materials page.  

Oral and written L1 and L2

Children's L1 as their foundation for learning
Rationale for using L1 as the first language of learning, including examples of early L1 activities and a summary of good practices that support children’s oral and written L1 development in school.

MTB-MLE and language learning: Focus on oral L2
The process of how children begin learning and gain confidence in speaking and understanding a new language, and the factors that support or hinder their success in fluency.

Introduce and build fluency in oral L2
A PowerPoint presentation that describes a language learning method for students in the early grades.

Bridging to L2 literacy
The rationale and principles on how to help students use their knowledge of L1 literacy and what they have learned about oral L2 to build confidence in L2 literacy.

Resources for implementers: Curriculum Development

Schedule: Workshop on Bridging Between Languages in Monther Tongue-based Bilingual and Multilingual programmes

A schedule used for a two-week bridging workshop in 2012 for 87 participants from 27 countries.

Additional resources with examples of classroom activities for language education and other subjects can be found on the Teaching Materials page.  

Curriculum for MTB-MLE programs for adults

Adult and children as learners: Sames and differences
Factors to consider when planning adult education classes.

Curriculum Development for adult literacy programs 
Factors to consider when developing curriculum for adult literacy programs in non-dominant language communities.

Manual for developing literacy and adult education programs in minority language communities 2004, UNESCO Asia and Pacific Principal Regional Bureau for Education.

Focuses on the importance of identifying learning needs and developing teaching and reading materials that are relevant to each group of adult learners.