The Routledge handbook of language education curriculum design / 
edited by Peter Mickan and Ilona Wallace 
 - New York :  Routledge,   2020. 
 - xvi, 315 p. 
<br/><br/>Introduction<br/><br/><br/>Chapter 1 - Language education curriculum design: voices for uncertain times<br/><br/><br/>Peter Mickan and Ilona Wallace<br/><br/><br/>Section 1: Language curriculum design: perspectives, policies and practices<br/><br/><br/>Chapter 2 - Freedom and authority, success and failure in Australian education: disruptive designs in curriculum policy and practice<br/><br/><br/>Peter Mickan and Ilona Wallace<br/><br/><br/>Chapter 3 - From policy to practice: How context and contestation shape the implementation of Timor-Leste's language education curriculum<br/><br/><br/>Laura Ogden<br/><br/><br/>Chapter 4 - Curriculum design and English Without Borders (Brazil)<br/><br/><br/>Elaine Maria Santos and Rodrigo Belfort Gomes<br/><br/><br/>Section 2: Designs across the curriculum<br/><br/><br/>Chapter 5 - Grammatics for ameliorating reading comprehension skills: a social semiotic approach<br/><br/><br/>Hesham Alyousef<br/><br/><br/>Chapter 6 - The implementation of content and language integrated learning in Spain: strengths, weaknesses, opportunities and threats<br/><br/><br/>Maria Luisa Carrio-Pastor<br/><br/><br/>Chapter 7 - Knowledge about (English) language across the curriculum in EAL and CLIL contexts<br/><br/><br/>Marianne Turner<br/><br/><br/>Section 3: Curriculum designs in language education<br/><br/><br/>Chapter 8 - Language and literacy education in remote Indigenous schools: the pedagogic roundabout<br/><br/><br/>Bronwyn Parkin and Helen Harper<br/><br/><br/>Chapter 9 - A university reading and writing course for indigenous students: a permanency policy in the field of languages and literacies<br/><br/><br/>Bruna Morelo and Camilla Dilli<br/><br/><br/>Chapter 10 - Translanguaging the curriculum: a Critical Language Awareness Curriculum for silenced Indigenous voices<br/><br/><br/>Nina Carter, Denise Angelo and Catherine Hudson<br/><br/><br/>Chapter 11 - English language teaching goes CLIL: fostering literacy and language development in secondary schools in Spain<br/><br/><br/>Ana Halbach<br/><br/><br/>Section 4: Curriculum resources, evaluation and assessment<br/><br/><br/>Chapter 12 - Transformative curriculum design: functional linguistics applied in text-based teaching<br/><br/><br/>Peter Mickan<br/><br/><br/>Chapter 13 - Textbook analysis and design: social semiotic and communicative perspectives<br/><br/><br/>Irma Kuci<br/><br/><br/>Chapter 14 - Grading and gathering evidence in Swiss elementary and lower secondary school English language classrooms<br/><br/><br/>Laura Loder Buechel and Karine Lichtenauer<br/><br/><br/>Chapter 15 - Connecting worlds: Linguistic landscapes as transformative curriculum artefacts in schools and universities<br/><br/><br/>Donna Starks, Shem Macdonald, Howard Nicholas and Jana Roos<br/><br/><br/>Section 5: Teacher education, research and future projects<br/><br/><br/>Chapter 16 - Enacting a content-based vocational English (VE) curriculum in an Indonesian secondary school<br/><br/><br/>Handoyo Puji Widodo<br/><br/><br/>Chapter 17 - A cross-linguistic and multilingual pre-service teacher education program: insights from the Innsbruck Model of Foreign Language Teacher Education (IMoF)<br/><br/><br/>Barbara Hinger, Eva M Hirzinger-Unterrainer and Katrin Schmiderer<br/><br/><br/>Chapter 18 - Building a curriculum to teach English to young learners in Brazil: a constructive-collaborative experience<br/><br/><br/>Ana Paula de Lima and Samuel de Souza Neto<br/><br/><br/>Conclusion<br/><br/><br/>Chapter 19 - Curriculum design in language education: Research, evaluation and renewal<br/><br/><br/>Peter Mickan 
<br/><br/><label>ISBN: </label>9781138958579 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Curriculum planning<br/>Language and languages--Study and teaching
<br/><br/><label>Dewey Class. No.: </label>418.007 MIC W