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Ch. 4 SYLLABUS AND CURRICULUM DESIGN FOR SECOND LANGUAGE TEACHING
Transcript of Ch. 4 SYLLABUS AND CURRICULUM DESIGN FOR SECOND LANGUAGE TEACHING
what is a Syllabus
First things first
Curriculum planning and syllabus designing
what is a Curriculum
A syllabus provides information of a course
Syllabus design requires a good understanding of...
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...
at every curricular level
planning enacting evaluating
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
Two views for curriculum
A unit/course design is referred to as a syllabus. Thus a curriculum is broader than a syllabus because
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
the learning of language
actual plan of the course
9 types of syllabuses in pp. 50-51
teachers & learners
articulating guide principles
analyzing context factors
assessing learner needs
determining program goals
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.
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