Syllabus and Curriculum Design for a Second Language Teaching

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Negotiated syllabus

Interaction with others that one uses and acquires language

Lexical Syllabus

Spoken and written language

Notional-function syllabus

Wich people use the language

Grammatical, formal, or structural syllabuses

Grammatica structures of the language

The process of measuring and judging the extent to which the planned courses, programmes, learning activities and opportunities as expressed in the formal curriculum actually produce the expected results

Refers to the actual curricular content that students engage in the classroom

Is a complex process where faculty define intended learning outcomes, assessments, content and pedagogic requirements necessary for student success across an entire curriculum

Is the combination of instructional practices, learning experiences and students performance assessment that are designed to bring out and evaluate the target learning of a particular course

The three main curricular process are

Evaluating

Enacting

Planning

A course of a study that will enable the learner to acquire specific knowledge and skills.

Syllabus is our guide to a course and what will be expected of you in the course

Your syllabus is provides students with a comprehensive overview of the course´s aims and objectives learning outcomes and assessment strategies

basic elements of a course including:

Assignments

List of tests

Weekly schedule

Topics

Syllabus and Curriculum Design for a Second Language Teaching

Syllabus content

Consists of what students are expect to learn and learn how to do in the course. The purpose of determining the content is to ensure that what the course focuses on is appropriate for the students.

Syllabus content categories

Sociopolitical skills

Cultural/pragmatic knowledge and skills

Vocabulary

Grammar

Metacognitive skills and learning strategies

Projects

Task

Text types (genres)

Specific content areas

Topics, themes

Macro skills

Determining syllabus content

As we discussed in the section on syllabus types, the nature of language and language learning makes defining goals and deciding on the content that will enable learners to achieve the goals challenging.

What is a syllabus?

Syllabus types

What is a curriculum?

How to design a syllabus?

Needs assessment

The purpose of needs assessment is to have as much information as possible about the learners, their needs, and their purposes to set realistic learning targets.

Types of information

Purposes for study

Interests and life experience

Educational background information

Length, place, and focus of education; expectations of teacher/learner roles

Demographic information

Age, gender, nationality, first and other languages

Context analysis

The process of context analysis involves identifying the resources and contraints that will have an impact on the course and making decisions about how to account for factors that are particularly challenging.

Factors to consider in a context analysis

Social, cultural, and political factors

Educational Requirements

Human Resources

Physical resources

Time

Processes of designing a syllabus

Designing a syllabus forces us to think about both the whole and all the parts of a course-how the trees make up the forest.

Deciding on goals and objectives

Objectives

Objectives are specific statement of what learners will know and be able to do. They are obtainable and measurable to the extent that learners should have some way go knowing whether the objective has been reached.

Goals

We plan the goals of the course based on what we know about learners' needs and the context, and based on our own understandings of language, learning, and language learning.