Richards, J. C. (2001) Planning goals and learning outcomes. In Curriculum development in language teaching. (pp.112-142). New York: Cambridge University Press.
This chapter was about goals for writing curriculum. This addressed the importance of goals as a rigor and focus in planning and implementing language programs. Stating goals of a language curriculum helps in creating scope and sequences, outcomes, and content need to be used. In writing goals, it is hoped that curriculum is sound and focused on the needs of learners, growth needed to success and language input and output, and cultural pluralism.
My reflections from this reading is that one should always have a goal in mind so that you know where you are going and what means are most effective to get you there. It can be personal goals, professional goals, and in this case goals of a language curriculum. A personal connection I made is from the section on cultural pluralism where language programs seek to "redress racism, to raise the self-esteem of the minority, and to help children appreciate the viewpoints of other cultures of religions"(p.119). Since I created my own Multicultural Thematic Unit in hopes that student may gain cultural pluralism; I just found this section staking claim to my personal goals.
My question is how can you tell if nonlanguage objectives are met? Furthermore how can you tell if a student displaying nonlanguage outcome like confidence or motivation is due to the objective from the lesson and not from positive social interactions or distinguish from generally happy students?
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