Usman, A.2015-06-092015-06-092015-05International Conference on ‘Re-Engineering Education for Sustainable Development’ 18th – 20th May 2015http://ir-library.ku.ac.ke/handle/123456789/12849This paper was presented at the International Conference on ‘Re-Engineering Education for Sustainable Development’ held on 18th – 20th May 2015 at Kenyatta University Conference Centre (KUCC) Nairobi, KenyaGreat importance has been attached to curriculum design and pedagogy in syllabi in Nigeria, particularly in language teaching and learning. The paper makes an evaluation of English studies curriculum designed for primary four in Nigeria under the Nine-Year Universal Basic Education Curriculum (middle basic). The 69-page curriculum was designed organized by the four language skills – listening, speaking, reading and writing. Three principles for language teaching-learning have been identified in the curriculum. They are: Linguistic Principles, Socio-affective Principles and Cognitive Principles. The study found that the curriculum recommends the use of two teaching methodologies: Grammar Translation Method (GTM) and Audio-Lingual Method (ALM). However, the curriculum is dominated by the use of GTM which means that written language has an upper hand over spoken language. The paper recommends a paradigm shift from GMT and ALM which are traditional approaches to language teaching to Communicative Language Teaching (CLT) which promotes communicative competence for enhancing the quality of education.enLanguage teaching methodologyCommunicative language teachingGrammar translationAudio-linguallanguage learningArticle