Mickan, Peter [editor.] Wallace, Ilona [editor.] text New York Routledge 2020 monographic xvi, 315 p. Introduction Chapter 1 - Language education curriculum design: voices for uncertain times Peter Mickan and Ilona Wallace Section 1: Language curriculum design: perspectives, policies and practices Chapter 2 - Freedom and authority, success and failure in Australian education: disruptive designs in curriculum policy and practice Peter Mickan and Ilona Wallace Chapter 3 - From policy to practice: How context and contestation shape the implementation of Timor-Leste's language education curriculum Laura Ogden Chapter 4 - Curriculum design and English Without Borders (Brazil) Elaine Maria Santos and Rodrigo Belfort Gomes Section 2: Designs across the curriculum Chapter 5 - Grammatics for ameliorating reading comprehension skills: a social semiotic approach Hesham Alyousef Chapter 6 - The implementation of content and language integrated learning in Spain: strengths, weaknesses, opportunities and threats Maria Luisa Carrio-Pastor Chapter 7 - Knowledge about (English) language across the curriculum in EAL and CLIL contexts Marianne Turner Section 3: Curriculum designs in language education Chapter 8 - Language and literacy education in remote Indigenous schools: the pedagogic roundabout Bronwyn Parkin and Helen Harper Chapter 9 - A university reading and writing course for indigenous students: a permanency policy in the field of languages and literacies Bruna Morelo and Camilla Dilli Chapter 10 - Translanguaging the curriculum: a Critical Language Awareness Curriculum for silenced Indigenous voices Nina Carter, Denise Angelo and Catherine Hudson Chapter 11 - English language teaching goes CLIL: fostering literacy and language development in secondary schools in Spain Ana Halbach Section 4: Curriculum resources, evaluation and assessment Chapter 12 - Transformative curriculum design: functional linguistics applied in text-based teaching Peter Mickan Chapter 13 - Textbook analysis and design: social semiotic and communicative perspectives Irma Kuci Chapter 14 - Grading and gathering evidence in Swiss elementary and lower secondary school English language classrooms Laura Loder Buechel and Karine Lichtenauer Chapter 15 - Connecting worlds: Linguistic landscapes as transformative curriculum artefacts in schools and universities Donna Starks, Shem Macdonald, Howard Nicholas and Jana Roos Section 5: Teacher education, research and future projects Chapter 16 - Enacting a content-based vocational English (VE) curriculum in an Indonesian secondary school Handoyo Puji Widodo Chapter 17 - A cross-linguistic and multilingual pre-service teacher education program: insights from the Innsbruck Model of Foreign Language Teacher Education (IMoF) Barbara Hinger, Eva M Hirzinger-Unterrainer and Katrin Schmiderer Chapter 18 - Building a curriculum to teach English to young learners in Brazil: a constructive-collaborative experience Ana Paula de Lima and Samuel de Souza Neto Conclusion Chapter 19 - Curriculum design in language education: Research, evaluation and renewal Peter Mickan edited by Peter Mickan and Ilona Wallace Curriculum planning Language and languages Study and teaching 418.007 MIC W 9781138958579