Towards a Knowledge-rich Curriculum: A Case Study of English as a Foreign Language Education in a Vietnamese Context

Abstract

This action research is to develop a framework of knowledge-rich curriculum from the knowledge-based curriculum. Rather than to replace current approaches to knowledge-based learning, this article enriches the knowledge mining orientations with additional criteria for organizing and assessing knowledge to ensure the quality of educational experience through which those orientations are developed. The proposed curriculum is characterized by principles for specific components: content, teacher roles, teaching sequence, and assessment. It presents one typical class session and teacher reflections that actualized the framework put into practice with Secondary education for English as a Foreign Language in Vietnam during 2016-2017 academic year.