37 no other way. Such contracts demonstrate that ideas are embodied. They
do not exist apart from a person, remote or near at hand, who enunciates, who takes responsibility for them by declaring them, by speaking about
them. Or in the words of Woodrow Wilson, We shall never succeed in creating this organic passion, this great use of the mind until we have
utterly destroyed the practice of merely formal contacts between teacher and pupil.
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C. Curriculum and Learning
Language curriculum development is an aspect of broader field of educational activity known as curriculum development or curriculum
studies. Curriculum development focuses on determining what knowledge, skills, values students in schools, what experience should be provided to
bring about intended learning outcomes, and how teaching and learning at schools or educational system can be planned, measured and evaluated.
Language curriculum development refers to the field of applied linguistic that addresses these issues. It describes an interrelated set of process that
focuses on designing, revising, implementing, and evaluating English program.
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Based on the previous study of language curriculum conducted by Núñez y Bodegas Universidad Autónoma de Chiapas Escuela de Lenguas-
Tapachula that Curriculum includes the philosophy, purposes, design and implementation of awhole programme. A course according to Hutchinson
and Waters 1996 is an integrated series of teaching learning experiences, whose ultimate aim is tolead the learners to a particular state of
knowledge. And syllabus is the specification and ordering of content of a course or courses. When reflecting on our own teaching we know that
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Wubbels and his colleagues Wubbels, Brekelmans, van Tartwijk, Admiral, 1999
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Richards, C. Jack. Curriculum Development in Language Teaching Cambridge University Press, Cambridge , 2001,P. 14.
38 most of the time, we have used a commercial textbook as our syllabus for
the different levels of Englishwe have taught along our in-service years. Sometimes we modify something or add what we consider is missing in
the current book used. But we do not take into consideration that most of the books have not been designed specifically for our different contexts. It
is not the same to teach to students from a capital city than it is to teach students in a Secondary School up in the mountains where they do not
have any kind of access to computers and less to the internet. The factors to consider in defining the context such as: people, physical
setting,stakeholders, teaching resources and time are crucial if we design the programme instead of just following the textbook.
D. Assessing or Evaluating of Teaching English as Foreign Language
