CURRICULUM DEVELOPMENT IN LANGUAGE TEACHING: A GUIDE FOR ESP PRACTITIONERS

Youssef Tirizite

Abstract


Curriculum can be understood as the totality of learning experiences shaped by decisions made by various stakeholders at different levels. In practice, however, English for Specific Purposes (ESP) practitioners—often operating with limited decision-making authority—are left to implement directives formulated by “experts” who may have little or no classroom experience. This article argues that ESP practitioners should play an active role in curriculum development and bear the responsibility of acquiring the knowledge necessary to make informed decisions. To this end, it offers a synthesis of key components essential for curriculum design, moving from theoretical foundations—such as curriculum approaches, backward design, and syllabus design—to practical considerations, including teaching materials, classroom activities, and the role of the ESP practitioner.

 

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curriculum development, backward design, syllabus design, ESP practitioners, language teaching

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DOI: http://dx.doi.org/10.46827/ejel.v10i3.6270

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