ABSTRACT
Language curriculum design according to Nation and Macalister (2010) is a complex process that involves the following activities: (1) discovering needs, (2) following principles, (3) establishing goals, (4) deciding on content and sequencing, (5) designing lessons, (6) monitoring and assessing learning, and (7) evaluating the course. This process, one that Valdés (2015, in press) has recently referred to as curricularizing language, is engaged in (either consciously or unconsciously) by all language teachers either as individuals or as part of a group of instructors who work together in a particular educational institution. The process of curricularizing language involves a series of interacting mechanisms and elements all of which function as part of a complex system as depicted in Figure 20.1.
