The selection of content in English second language

Abstract

Language teaching has no obvious content in the sense that history or physics may be said to have. The teacher of ESL faces the problem of selecting appropriate and valid content to present to pupils as part of the teaching-learning situation. Selection of content is only one aspect of the teaching-learning situation and cannot be separated from the integrated nature of the teaching-learning situation as a whole. An analysis of the teaching-learning situation is a prerequisite to any planning. Content has to be organised and graded. Criteria for selection and grading of content are identified in this dissertation. Various content types for English Second Language, as well as criteria for the selection and grading of each, are discussed and evaluated. The content types investigated are: vocabulary, structures, situations, topics, literature, skills, functions and tasks. A model for the design of a cycle of lessons is proposed. The model contains the aim and objectives, the theme, the cycle elements, activities, content types, methods and media. The dissertation illustrates how the various content types can be accommodated in a typical cycle of lessons. A hybrid design is suggested which includes all the content types.