Answers are grounded in this paper and cite their sources.
This article argues curriculum development is crucial for ESP practitioners, highlighting needed components and decisions.
Curriculum can be understood as the totality of learning experiences shaped by decisions made by various stakeholders at different levels. In practice, however, English for Specific Purposes (ESP) practitioners—often operating with limited decision-making authority—are left to implement directives formulated by “experts” who may have little or no classroom experience. This article argues that ESP practitioners should play an active role in curriculum development and bear the responsibility of acquiring the knowledge necessary to make informed decisions. To this end, it offers a synthesis of key components essential for curriculum design, moving from theoretical foundations—such as curriculum approaches, backward design, and syllabus design—to practical considerations, including teaching materials, classroom activities, and the role of the ESP practitioner. Article visualizations:
No takes yet. Share an insight, caveat, or question.
Youssef Tirizite (2025) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: