Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Ch. 4 SYLLABUS AND CURRICULUM DESIGN FOR SECOND LANGUAGE TEACHING

No description
by

Yoshida Ryotaro

on 4 November 2015

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Ch. 4 SYLLABUS AND CURRICULUM DESIGN FOR SECOND LANGUAGE TEACHING

SYLLABUS AND CURRICULUM DESIGN FOR SECOND LANGUAGE TEACHING
what is a Syllabus
First things first
Conceptual understandings
Curriculum planning and syllabus designing
what is a Curriculum
A syllabus provides information of a course
Syllabus design requires a good understanding of...
the learners
their purpose for learning
resources and constraints of the context
A curriculum is a dynamic system of interconnected, interrelated and overlapping processes
this processes involve...
planning
enacting
evaluating
at every curricular level
lesson
unit
course
program
resulting in...
SYLLABUSES
lesson plans
assessment instruments
planning enacting evaluating
lesson

unit/
course

program
/
/
/
This course emphasizes the use of critical thinking skills when reading English texts. Students will analyze, synthesize and evaluate articles on academic and ethical issues. The articles are from publications such as magazines and newspapers and are in their original form.
The goal of this course is for students to develop the habit of analyzing the information presented in readings, synthesizing this information with their own knowledge of the topic, and evaluating the strength of the logic and evidence intended to support the writer’s main ideas.

*Students will be assigned to a class based on the result of the TOEFL-ITP test which is done as part of the English Placement Test taken before the start in their first semester
Syllabus types
Two views for curriculum
A unit/course design is referred to as a syllabus. Thus a curriculum is broader than a syllabus because
Syllabus
practical meaning
theoretical meaning
a specific way to conceptualize what language is and and how language is learned so that materials can be selected or prepared for the classroom

This view is unique to language teaching because unlike history or science, language is not originally a school subject
the study of language
(linguistic)
the learning of language
(e.g. ESL/EFL)

actual plan of the course
9 types of syllabuses in pp. 50-51
Implementation view
enactment view
policy makers
curriculum commitee
materials writers
teacher trainers
teachers & learners

articulating guide principles
analyzing context factors
assessing learner needs

determining program goals

decide/organize content

designing assessment plan
views on learning, learners, subject matter
identifying social, economic, political, institutional factors
focus on learners to understand the needs, purposes and abilities of the learner
achievable goals learners are expected to gain as a result of experiencing the program, giving focus to instruction, describing expected changes,
what should be taught or emphasized, how to divide into courses, course relations (which complement/build on each other), course levels and sequence.
monitor and assess students' learning through proficiency tests, benchmarks to be achieved...
to provide a framework

similar process on a smaller scale
start point and end point, what should happen in between
make the course realistic by accounting for challenging factors
gathering information about the learners and their needs and purposes, so that context can be accounted for
consistent with expected outcome, and with the nature of language and language teaching
organize a sequence that allows purposeful, systematic, holistic learning (no exact science)
learner needs and + context + understanding of language, learning, and language learning = goals specific statement of what the learners will be able to do
gathering and interpreting evidence of learning, then feedback on the progress
may even include students in the process of assessment.
Future Trends
focus on learners → larger vision for learning, challenging contents and learning activities
technology advance → investigative tasks/projects, learning in and out of classroom...
teachers more involved in curriculum designing → integration of planning and enactment
teacher and teacher educators together
→ complementary and mutually supportive
→ design innovative curriculum
→ ultimately benefits students
Full transcript