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18 views

Topic 1

These are the multi topics documents

Uploaded by

Hashim Ali
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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I N T RO D U C T I O N TO

SYLLABUS DESIGNING
Topic 1

Dr Sumera Umrani
OV E RV I E W
• Course designing is one of the most significant parts of
language teaching.
• One of the areas which remains constantly changing and
dynamically evolving in this ever-changing world is the
approach to second language syllabus design.
• Core aim: addressing the needs of the learners and contextual
realities
• Redefining the roles of teachers and learners
• Equipping English language teachers with the basic
competence of course design is the key
H OW C A N T H I S C O U R S E H E L P U S ?

• Harmer (2000) states that decisions about course content are


very often not taken by teachers, but by some higher authority.
Even many institutions present the syllabus in terms of the main
textbook to be used - by a certain date, teachers are expected to
have covered a certain number of units in the book.
• Course design requires specialized expertise which can be
gained through learning and practice. Designing courses is
unlike preparing one's own teaching as it should be understood
by others who will use the design.
DIFFERENCE BETWEEN CURRICULUM
AND SYLLABUS
• Varies teacher
to teacher,
same for all.
• Superset,
subset
• Detailed,
specific
• Usually fixed,
subject to
revisions
DIFFERENCE BETWEEN CURRICULUM AND
SYLLABUS

• Curriculum and syllabus are two major documents necessarily prepared in


a course design task. Where a curriculum describes the broadest contexts in
which planning for language instruction takes place, a syllabus is a more
circumscribed document, usually one which has been prepared for a
particular group of learners (Dubin and Olshtain, 1997).
• In other words, a syllabus is more specific and more concrete than a
curriculum, and a curriculum may contain a number of syllabi. A
curriculum may specify only the goals - what the learners will be able to
do at the end of the instruction, while the syllabus specifies the content of
the lessons used to lead the learners to achieve the goals (Krahnke, 1987).
W H AT I S S Y L L A B U S ?

• Widdowson (1990) says a syllabus is “the specification of a


teaching programme or pedagogic agenda which defines a
particular subject for a particular group of learners (p. 127).”
• Nunan (1993) has defined it as a “selection and grading of
content” (p. 8); and for
• Dubin and Olshtain (1997) it is “a more detailed and
operational statement of teaching and learning elements which
translates the philosophy of the curriculum into a series of
planned steps leading towards more narrowly defined objectives
at each level (p. 28).”
• A syllabus is a well-written description; it is a plan about what to
be included in the course for the learning objectives.
• “Syllabuses are concerned with the specification and planning of
what is to be learned, frequently set down in some written form as
prescriptions for action by teachers and learners. They have,
traditionally, the mark of authority. They are concerned with the
achievement of ends, often, though not always, associated with the
pursuance of particular means’’ (Candlin, 1984).
• Pienemann (1985) sees the syllabus as the selection and grading
of linguistic teaching objectives.
• Breen (1984) sees it a plan of what is to be achieved through
our teaching and our students' learning.
• Stec (2011) identifies five factors for syllabus implementation:
lesson aims, content, procedures, syllabus users (teachers,
learners), and teaching materials.
REFERENCES/RESOURCES
• Breen, M. P. (1984). Process Syllabuses for the Language Classroom. In C.J. Brumfit (ed.) General
English syllabus design. ELT Documents, 118 (pp. 47-60). London: Pergamon Press.
• Candlin, C. N. (1984). Syllabus design as a critical process, ELT Documents, No. 118, pp. 29-46,
London: Pergamon & The British Council.
• Dubin, F. & Olshtain, E. (1997). Course design: Developing programs and materials for language
learning, Cambridge: Cambridge University Press.
• Harmer, Jeremy. (2000). The Practice of English Language Teaching. Harlow: Pearson Education Ltd.
• Krahnke, K.J. (1987) Approaches to Syllabus for Foreign Language Teaching. New Jersey: Prentice-
Hall Inc.
• Nunan, D. (1993). Syllabus design. Oxford: Oxford University Press.
• Nunan,D. (1993) Task-Based syllabus design: selecting, grading and sequencing tasks. In G.Crookers
and S. Gass (Eds.).
• Pienemann, M. (1985). Learnability and syllabus construction. In Hyltenstam & Pienemann (Eds.),
Modeling and assessing second language acquisition , (pp.23-75). Clevedon,Avon: Multilingual Matters.
• Stec, M. (2011). Early language teaching and syllabuses . Social and Behavioral Sciences, 10.
• Widdowson, H. G. (1990). Aspects of language teaching. Oxford: Oxford University Press.

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