This thesis undertakes a reformulation of ELT curricula by means of a critique of established theoretical models and a case study of the ELT curriculum at De La Salle University (DLSU), Manila. The thesis proceeds in accordance with the precise that a sound theoretical and philosophical perspective is crucial to any task of curriculum development and criticism and thus derives a theoretical/ philosophical perspective from a consideration of ELT in the context of the philosophy of education and linguistic, applied linguistic, sociolinguistic, learning and curriculum theories. The argument is presented that any model of language as communication derived from linguistics and applied linguistics is not amenable to translation into descriptive rules of 'use' and hence a pedagogic grammar. Such theoretical perspectives, in only deriving partial models of 'use', are largely inadequate in the context of a concern with language teaching. Input from cognitive learning theory however suggests that teaching language as communication requires a curriculum approach focusing on 'open' communicative procedures rather than systematic techniques premised on language description and exemplified by a syllabus-based structure. It is thus argued that communicative language teaching requires 'open', methodology-based procedures that provide a markedly subordinated role for syllabus. The advocated form of communicative language curriculum is thus described as employing an 'open' rather than a 'closed-system') approach. It is also maintained that the ELT debate on communicative curricula has largely ignored crucial issues in curriculum theory and the philosophy of education - especially the distinction between 'education' and 'training'. This theoretical debate enables the derivation of a revised taxonomy of language curricula to replace the orthodox dichotomy into General English and ESP. The argument is presented that there are essentially two approaches to the curriculum - closed-system and open approaches - and that within each approach there are two curriculum types. Through revised definitions, the intents of 6E and ESP curricula are distinguished and a new taxonomy of four possible curriculum types, including that of a Focused English Learning (FED curriculum, presented. The principles derived from the theoretical discussion and reformulated taxonomy enable an 'illuminative' case study investigation of an example curriculum: the ostensibly English for Specific Purposes (ESP) curriculum for Engineers employed at DLSU. This case study, by examining curriculum justification and intent and illuminating the nature of the problem at the university, illustrates, by example, aspects of the reformulated taxonomy. The case study findings detail crucial aspects of the interface between theory and local practice and expose the curriculum at DLSU as inherently contradictory, based on an inaccurate notion of ESP, and principally concerned with the pursuit of broadly educational aims through a mainly training-based, closed-system and non-communicative curriculum. The thesis concludes by proposing that the orthodox dichotomy between GE and ESP curricula is inappropriate and fails to reflect the various and possible forms of curricular intent. This has been a consequence of a theoretical emphasis on linguistics and sociolinguistics and an inadequate consideration of the philosophy of education and learning and curriculum theories. The inadequacy of the established dichotomy has led to confusion in application (as demonstrated through the case study) that could be avoided through the adoption of the reformulated taxonomy.