Approaches to course design and elements to consider when effectively planning English language learning courses will be demonstrated by an examination of the ways in which these components interact when designing, evaluating, and revising courses. Students will investigate course design processes and issues both firsthand and through discussions with practitioners and have opportunities via individual and group projects to apply course design principles to selected situations and settings.

CILO-1: Demonstrate understanding of the instructional design (ID) processes. CILO-2: Interview practitioners to discuss issues and steps in the course design process. Report and summarize findings as part of class activities so all can learn from experts in the field. CILO-3: Create a learner profile for a course you will design, considering and describing factors which are important for course design, such as: home language and culture; age and schooling; proficiency and background in the target language; attitudes, motivation. CILO-4: Survey a variety of course materials and textbooks so as to select “core,” supplemental and independent learning texts and materials. Be able to provide a rationale for materials selected. CILO-5: Consider the pros and cons of various approaches to course design and how these approaches relate to theory and practice in language learning. CILO-6: Develop a sample course by stating overall goals, objectives (ILOs), thematic units, and suggestions regarding which materials to use in what order. Develop at least one thematic unit.