Teoría del currículum y didáctica de las lenguas extranjeras

Bibliographische Referenzen

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• ATIENZA MERINO, J. L. (2003): “La emergencia de lo inconsciente en el acceso a la lengua extranjera” en GUILLEN DÍAZ, C. (Dir.), Lenguas para abrir camino. Madrid. MECD.
• BEAUCHAMP, G. A. (1968). Curriculum theory. Wilmetter, IL: The Kagg Press
• BLOOM, B. S. (ed.) (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook 1: Cognitive Domain. New York, Mckay, 438.
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• BREEN, M. (1984). “Process Syllabuses for the Language Classroom”, en C. Brumfit, (Ed): General English Syllabus Design, ELT Documents, 118. The British Council/Pergamon Press.
• BREEN, M. and CANDLIN (1980). “The essentials of a communicative curriculum in language teaching”. Applied Linguistics 1(2), 89-112.
• BREEN, M. P. (2002).”Syllabus design” en CARTER, R. & NUNAN, D.(ed.) The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press.
• BRUMFIT, C. J. (1981). Problems and Principles in English Teaching. Oxford: Pergamon
• BRUMFIT, C. J.; JOHNSON, K. (eds.) (1979). The Communicative Approach to Language Teaching. Oxford: Oxford University Press.
• CANDLIN, C. N. (1976). Communicative language teaching and the debt to pragmatics. In C. Rameh (Ed.), Georgetown University Roundtable 1976. Washington, D.C.: Georgetown University Press.
• CLARK, J. L. (1987). Curriculum Renewal in School Foreign Language Learning. Oxford: Oxford University Press.
• DUBIN, F. y OLSHTAIN (1986). Course Design Developing Programs and Materials for Language Learning. Cambridge: Cambridge University Press.
• EISNER, E. W. & VALLANCE, E. (eds.) (1974). Conflicting Conceptions of Curriculum. Berkeley. CA: McCutchen Publishing Corp 434,436-7.
• EVANS, k. and KING, J. (1994). “Research on OBE: What we know and what we don’t know”. Educational Leadership 51 (6), 12-17.
• FORQUIN, J. Cl. (1984). “La sociologie du curriculum en Grande-Bretagne. Une nouvelle approche des enjeux sociaux de la scolarisation”, Revue Française de sociologie, XXV- n° 2, pp. 211-232.
• GAIRÍN, J. (1990). Ámbito Institucional en el desarrollo curricular. En Medina, A. y Sevillano, M.L., Didáctica - Adaptación. Madrid: UNED.
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• GIMENO SACRISTÁN, J. (1985). Teoría de la enseñanza y desarrollo del currículo. Madrid: Ediciones Anaya, S. A.
• GLATTHORN, A. (1993).”Outcome-based education: Reform and the curriculum process”. Journal of Curriculum and Supervision 8, 354-363.
• HENNER-STANCHINA, C., and RILEY, p. (1978). Aspects of autonomous learning. In ELT Documents 103: Individualization in Language Learning, pp. 75-97. London: British Council
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• JOHNSON R. K. (1982). Communicative syllabus design and methodology. Oxford: Oxford Pergamon Press.
• JOHNSON R. K. (1989). The Second Language Curriculum. Cambridge: Cambridge University Press (coll. Applied Linguistics).
• JOHNSON, M. (1967). “Definitions and models in curriculum theory”. Educational Theory, 17 pp., 127- 140.
• JUPP, T. C. and HODLIN, S. (1975). Industrial English: An Example of Theory and Practice in Functional Language Teaching. London: Heinemann.
• KRATHWOHL, D. R. et al. (1964). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook 2: Affective Domain. New York, McKay, 438.
• LEWY, A. (ed.) (1977). Handbook of Curriculum Evaluation. Paris: UNESCO, and New York, Longman. 450, n. 33.
• LONG, M. H. and CROOKES, G. (1986). Intervention points in second language classroom processes. Working Papers, 5, 2. Department of English as a Second Language, University of Hawaii.
• LONG, M. H. y PORTER, P. A. (1985). Group work, interlanguage talk and second language acquisition. TESOL Quarterly 19/2, 207-227.
• MECD (2002). Marco común europeo de referencia para las lenguas: aprendizaje, enseñanza, evaluación. Madrid: Ministerio de Educación y Cultura.
• MUNBY, J. (1978). Communicative Syllabus Design: A Sociolinguistic Model For Defining the Content of Purpose-Specific Language Programmes. Cambridge: Cambridge University Press, 259, 502.
• NUNAN, D. (1985). Language Teaching Course Design: Trends and Issues, Adelaide: National Curriculum Resource Centre.
• NUNAN, D. (1988). The learner-centred Curriculum. Cambridge: Cambridge University Press.
• ONTARIO MINISTRY OF EDUCATION (1980). French, Core Programs 1980: Currriculum Guidelines for the Primary, Junior Intermediate and Senior Divisions. Toronto, Ontario Ministry of Education. 450, n. 31.
• PRABHU, N. (1983). Procedural syllabuses. Paper presented at the RELC Seminar, Singapore.
• PUREN, C. (1994). La didactique des langues étrangères à la croisée des méthodes, essai sur l´éclecticisme. Paris: Crédif/Didier, coll. Essais.
• RIBÉ, R. y VIDAL, N. (1995). La enseñanza de la lengua extranjera en la educación secundaria . Madrid: Alhambra Longman,
• RICHARD, J. C.; RODGERS, T. S. (1986). Approaches and Methods in Language Teaching. A description and analysis. Cambridge, Cambridge University Press.
• RICHMOND, W.K. (1970). The School Curriculum. London. Methuen, 449, n. 21.
• RUÉ, J. (1996): “Currículo, Concepciones y Prácticas”, en Cuadernos de Pedagogía nº 253, Barcelona: Praxis.
• SCARINO, A., VALE, P. MACKAY and CLARK, J. (1988). Australian Language Levels Guidelines. Book 2: Syllabus Development and Programming. Canberra: Curriculum Development Office.
• SCRIVEN, M. (1967). The methodology of evaluation. In Stake R.E. (Ed.), Curriculum evaluation. American Educational Research Association Monograph Series on Evaluation, No. 1. Chicago: Rand McNally.
• STERN, H.H. (1983). Fundamental Concepts of Language Teaching. Oxford: Oxford University Press.
• STREVENS, P. D. (1977). Special-purpose language learning: a perspective. Language Teaching and Linguistic: Abstracts. 10: 145-63; also in Kinsella, 1978.
• TABA, H. (1962). Curriculum Development: theory and practice. New York: Harcourt Brace.
• TABA, H. (1974). Elaboración del currículum. Teoría y práctica, Buenos Aires: Troquel.
• TAYLOR, P. H. & RICHARDS, C. (1979). An Introduction to Curriculum Studies. Windsor: NFER Publishing Co. 449, n. 20, 21, 26, 30; 450, n. 33.
• TAYLOR, P. H. & RICHARDS, C. (1979). An Introduction to Curriculum Studies. Windsor: NFER Publishing Co. 449, n. 20, 21, 26, 30; 450, n. 33.
• TAYLOR, P. H. & RICHARDS, C. (1979). An Introduction to Curriculum Studies. Windsor: NFER Publishing Co. 449, n. 20, 21, 26, 30; 450, n. 33.
• TRIM, J.L.M., RICHTERICH, R., van EK, J. A. Y WILKINS, D. (Eds.) (1973). Systems Development in Adult Language Learning, Strasbourg: Consejo de Europa.
• TRIMBLE, M. L. TRIMBLE and DROBNIC, K. (1978). English for Special Purposes: Science and Technology, English Language Institute, Oregon State University.
• TYLER, R. W. (1949). Basic Principles of Curriculum and Instruction. Chicago, University of Chicago Press, 449, n. 20.
• TYLER, R. W. (1949). Basic Principles of Curriculum and Instruction. Chicago: University of Chicago Press, 449, n. 20.
• VALETTE, R. M. (1969). Directions in foreign language testing. NY: Modern Language Association.
• VALETTE, R.M., DISICK, R.S. (1972). Modern Language Performance Objectives and Individualization. Harcourt Brace Jovanovich.
• VAN EK, J. A. (1975). The Threshold Level in a European Unit/Credit System for Modern Language Learning by Adults. Systems Development in Adult Language Learning. Strasbourg: Council of Europe.
• Van EK, J. A. (1976): The Threshold Level for Modern Language Learning in Schools. Estrasburgo: Consejo de Europa.
• Van LIER, L. (1996). Interaction in the Language Curriculum: Awareness, Autonomy and Authenticity. London: Longman.
• WHITE, R.V. (1988). The ELT Curriculum. Oxford: Blackwell.
• WIDDOWSON, H. G. (1978). Teaching English as Communication. Oxford: O.U.P.
• WIDDOWSON, H. G. (1979). Explorations in Applied Linguistics, 1. Oxford: Oxford University Press.
• WILKINS, D. A. (1973). “The linguistic and situational content of the common core in a unit/credit system” en Trim et al. (Ed). 1973.
• WILKINS, D. A. (1976): Notional Syllabuses. Oxford: Oxford University Press