Ling 610 Chapters 5-6

Richards, J. (2001). Curriculum development in language teaching. Planning goals and learning outcomes (pp. 112-197). New York: Cambridge University Press.
Chapter 5
Language goals, aims and objectives in English are used to help create an English language guideline for teaching various people from different language experiences how to learn English more effectively. Technology is huge part of the process in order for learners to get access to information and use it as a tool to help their current situations in all their life needs. Learning a language was a way that countries had people all learn their language of choice by requiring the language to be learned in the schools, thereby creating language users that fit their needs. How the languages were taught were based on the needs of each countries' goals and purposes of the language learned.
I believe that language will be best taught if it is relevant to the culture and is also what the community wants and creates their outcomes for that language. With support, language learning can be a huge success and everyone can feel confident that they are part of the whole community, thereby creating an atmosphere of positive learning. Language should be taught with a curriculum that is created that meets the needs of all the stakeholders. No one should be forced to learn a language just to fit in or be considered "respectable." Each language regardless of which is spoken, should be acknowledged and respected just in itself and no if, ands, or buts.

Chapter 6
Scope and sequence of courses are important first steps to creating a syllabus for the goals of the language criteria. Courses are planned and organized with a specific audience in mind. The goal is to have a plan for who the language learners are and what they should be able to learn by the process of teaching/learning the course content. Based on the needs of the learners, it can be to help people be able to function and aware of language uses in a variety of settings. This helps the learners use language in a way that helps them to meet their syllabus' scope and sequence. Reading and listening courses are two good examples of the kinds of language experiences a syllabus would address.
I myself would like to learn more about the kinds of experiences a listening course would offer. I would be very interested to use this method in my experiences learning and trying to understand Yup'ik.