Ronald V. White is Associate Director of the Centre for Applied Language Studies at the University of Reading.

"Ron White approaches ELT curriculum issues by making the case that however desirable curriculum renewal/change within the financial and administrative constraints of existing educational systems might be, the reality is frequently problematic. This book seems particularly aimed at educational administrators and teachers who want to expand their rudimentary knowledge of the subject, and ample background is provided via the author's thorough historical overview of the development of ideas on language teaching." Leslie F. Sheldon, Times Higher Educational Supplement "It makes fascinating reading . . . I couldn't put it down . . . The synthesis of the field is excellent and the treatment is very clear so that it really is the kind of book that our students need to have. It is going to be one of those fundamental texts which we will all be referring to in the future." Ken Cripwell, ESOL

• Note to the Reader. Acknowledgements.1. Approach, Design, Procedure.2. Two Traditions.3. Language Curriculum: Values and Options.4. Language Syllabus Design: Two Types.5. Where, What and How: Other Bases to Syllabus Design.6. Type A syllabuses: Notional-Functional.7. The Type B Tradition.8. Language Curriculum Design: Process and Management.9. Innovation: Managing and Evaluating.Appendix: Follow-up Activities.Bibliography.Index.

Ronald V. White is Associate Director of the Centre for Applied Language Studies at the University of Reading.

"Ron White approaches ELT curriculum issues by making the case that however desirable curriculum renewal/change within the financial and administrative constraints of existing educational systems might be, the reality is frequently problematic. This book seems particularly aimed at educational administrators and teachers who want to expand their rudimentary knowledge of the subject, and ample background is provided via the author's thorough historical overview of the development of ideas on language teaching." Leslie F. Sheldon, Times Higher Educational Supplement "It makes fascinating reading . . . I couldn't put it down . . . The synthesis of the field is excellent and the treatment is very clear so that it really is the kind of book that our students need to have. It is going to be one of those fundamental texts which we will all be referring to in the future." Ken Cripwell, ESOL

• Note to the Reader. Acknowledgements.1. Approach, Design, Procedure.2. Two Traditions.3. Language Curriculum: Values and Options.4. Language Syllabus Design: Two Types.5. Where, What and How: Other Bases to Syllabus Design.6. Type A syllabuses: Notional-Functional.7. The Type B Tradition.8. Language Curriculum Design: Process and Management.9. Innovation: Managing and Evaluating.Appendix: Follow-up Activities.Bibliography.Index.