Book Review: Language Curriculum Design (Monitoring, Assesment and Evaluation)

The goal of a book review is to inform and assess the quality and content of a book. It offers reviews and critiques of the I. S. P. Nation and John Macalister work on language curriculum design. Chapters seven (7) of Monitoring and Assessment and chapter eight (8) of Evaluation were divided by the reviewer into two primary portions. To get things started, the monitoring and assessment chapter is informatively introduced in language and expanded upon in straightforward words similar to those found in every single subtopic. Second, chapter eight discusses evaluation, which provides professors and students with important and helpful information to enhance the course or to help them decide whether to keep the course or toss it. The critique of this part will include an assessment of the writer's visual style and content.


INTRODUCTION
Two language experts collaborated on a work titled Language Curriculum Design. They are John Macalister and I.S.P. Nation. This book is part of a professional series on applied linguistics and ESL. The Taylor & Francis e-Library first published this edition of the book in 2009, and Routledge first published the book in 2010. In this book, the authors specifically address language instructors or other stakeholders by outlining the phases required inside the curriculum design phase, discussing and justifying those steps, and offering chances for practice and application.
This book provides a wealth of examples of real applications from the phases, with descriptions of each example from the authors' personal experiences and from published research in each chapter. The second type of assignment invites readers to connect the instructions to their own experiences. Finally, case studies and recommendations for more reading are offered to help readers connect with others' own experiences.
The authors demonstrate how curriculum, or course, design is primarily a "how-to-do-it" activity that entails the integration of information from many of the disciplines in the field of Applied Linguistics, including language acquisition research, teaching methodology, assessment, language description, and materials creation. Language Curriculum Design, which combines strong research/theory with cutting-edge practice, is generally applicable for ESL/EFL language education courses all over the world, especially for those who actively participate in language teaching.
With the heading "Language Curriculum Design," this book's fourteen chapters usually cover that topic. The overview, theory, and steps are covered at the beginning of each chapter. Furthermore, it is said that the curriculum design book can be thought of as a type of writing exercise and that, as such, it is important to study it as a process. The standard writing process's sub-processes (collecting ideas, arranging ideas, putting ideas to text, reviewing, and editing) can be applied to curriculum design, but it is simpler to draw on the most recent theory and practice in this area if an alternative set of components is employed. Simply put, each chapter will provide a description of the theory as well as several types of elaboration, exercises, and case studies that will help and direct the reader in understanding and applying the theory.
Interestingly, the authors provide some useful figures and tables to help the reader comprehend each chapter and its sub comfortably. The use of comparisons and valuable information brings the reader enjoy how the text describes the topics. Afterwards, each chapter contains the learning goals, summary, and beneficial steps to learn the content as well as several questions as the triggers to catch the authors' points in this book.
The chapters of this book indicate the language curriculum design: an overview; Environment analysis; Need analysis; Principles, Goals, content & sequencing; Format and presentation; Monitoring and assessment; Evaluation; Approaches to Curriculum design; Negotiated Syllabus; Adopting and adapting an existing course book; Introducing change; Planning an In-Service Course; Teaching and Curriculum Design. In the end, the book provides a useful appendix particularly a verb-form frequency count which the reviewer thinks really nice to read.
However, in this section, the reviewer will focus on discussing two important chapters in this book. They are chapter seven (7): Monitoring and Assessment and chapter eight (8): Evaluation. The reviewer considers that these chapters are inevitable for language teachers to apply. Still, it is found that some teachers are tricky to monitor and assess the learners' activity and make an evaluation of the course. Chapter 7 about Monitoring and Assessment serves nine valuable sub topics. They are guidelines for monitoring and assessment; types of monitoring and assessment; placement assessment; observation of learning; Short-term achievement assessment; diagnostic assessment; achievement assessment; proficiency assessment; Good Assessment: reliability, validity, and practicality. Those subs that the reviewer thinks will be beneficial in case all teachers gradually apply them in their language teaching as one of vital parts in language curriculum goals.
The sequence of monitoring and assessment is the evaluation. This chapter 8 absolutely means everything in language curriculum design book. This chapter resembles to the definition and steps of evaluation; purpose and audience of the evaluation; the type and focus of the evaluation; gaining support for the evaluation; gathering the information; formative evaluation as a part of a course; and the results of an evaluation. The reviewer could not agree anymore with these well-structured sub topics proposed by the authors. It will be well reviewed in the next part of discussion.
Additionally, the author is incredibly inspirational by learning from useful examples while keeping up with recent curriculum advances, particularly the needs of teachers and students. With the aid of several helpful tables, the explanation of the book's contents is simple to understand. Each chapter includes a description of the goal. Overall, this book offers excellent advice for educators, college students, and anybody interested in the advancement of education. Last but again not least, the evaluator would suggest this book to anyone, but especially to researchers around the globe as a theoretical review.
However, despite offering the reader certain advantages, this book also has significant drawbacks. The book's cover does not adequately depict its contents. With the elaborate curriculum design, the hardbound book is far too casual. There are a few figures in the book without captions that the reviewer believes are less important to include. Each chapter's visuals accurately represent its contents. To draw the readers' attention more carefully, it should be bolder and more colorful. Additionally, several figures have missing sources. Every chapter has conclusions, but the reviewer feels that the exposition remained insufficient given the book's strong contents.

CONCLUSIONS
The book entitled language curriculum design is a book written by two language experts; they are I.S.P. Nation and John Macalister. It is found that this book is an ESL and applied linguistics professional series. The book was first published 2010 by Routledge and this edition was issued in the Taylor & Francis e-Library in 2009. The authors describe the steps involved in the curriculum design process, discusses and justifies those steps as well as provides opportunities for practicing and applying them in this book particularly for the language educators or stakeholders.
Since each chapter includes descriptions of examples from the authors' experience and from published research, the writers provide a wealth of examples of actual applications from the many stages. The second type of assignment invites readers to connect the instructions to their own experiences. Finally, case studies and recommendations for more reading are offered to help readers connect with others' own experiences. The author shows how coursework, or course, design is primarily a "how-to-do-it" activity that entails the integration of information from many of the fields in the field of Language Studies, including language learning, teaching method, assessment, language description, and materials creation. Language Curriculum is extensively relevant for English teaching language education courses worldwide, especially for those who completely engage in language instruction. It combines strong research/theory with cutting-edge practice.
The languages curriculum design is mainly covered in the fourteen chapters that make up this book. Beginning with an overview, theory, and steps, the chapters explore. Additionally, it is said that the curriculum design book can be viewed as a form of writing exercise and that, as such; it is advantageous to examine it as a process. Although the standard writing sub-processes (collecting ideas, organizing ideas, putting ideas on text, reviewing, and editing) could be extended to curriculum design, it is simpler to draw on existing theory and practice in curriculum design if a unique set of elements is employed. Put bluntly, each chapter will provide a clarification of the theory in addition to several types of elaboration, activities, and case studies that will help and direct the reader in comprehending and putting the theory. Essentially, the