FROM SYLLABUS DESIGN TO CURRICULUM DEVELOPMENT

Chapter 2 Introduction to Curriculum II CO 2009

INTRODUCTION
Syllabus design support language teaching up to 1950s. General English (English for no purpose) Graded by Vocabulary and Structure Other approaches Travel, commercial, and technical English books. Topics, situations, and phrases.

THE QUEST FOR NEW METHODS World War II

Immigrants, refugees, and foreign student

English got a role of language international communication. International trade and commerce Radio, Film, and Television Emergence of USA
English-speaking superpower

of

THE QUEST FOR NEW METHODS Reflected latest understandings of the nature of language and language learning. Scientifically based teaching methods. Situational Approach (Britain)
Structural syllabus with graded vocabulary levels Meaningful presentation of structures in contexts through the use of situations PPP classroom activities (Presentation-PracticeProduction)

THE QUEST FOR NEW METHODS

Singapore, Malaysia, India, and Hong Kong. There was no work specially design to help the non-native learner.
TESL/TEFL approach Structural syllabus Situational methodology

THE QUEST FOR NEW METHODS Audiolingual Approach (USA)

Grammatical Syllabus Theory of behaviorism

Characteristics:
Use of repetition for automatization Apply patterns to new situations Habits are strengthened by reinforcement Language is behavior and behavior can be learned only by inducing the student to behave.

ENGLISH FOR SPECIFIC PURPOSES

It emerged as a result of the concern of making English meet learners needs. It responded to the following:
1. Students who studied in an American or British university
2. Preparing material for students who had some knowledge of the

language
3. Students with specific purposes 4. Teaching immigrants

ENGLISH FOR SPECIFIC PURPOSES

The concepts of register and discourse were the basis for the first generation of ESP courses in the 1970s. They divided the language in two big groups to shape the ESP method: the register analysis and the discourse analysis.

ENGLISH FOR SPECIFIC PURPOSES

Register analysis: for disciplines such as journalism, medicine and law. It focuses on the vocabulary of three categories: 1. The research process: verbs and nouns 2. The vocabulary of analysis: high-frequency and 2-word verbs 3. The vocabulary of evaluation: adjectives and adverbs

ENGLISH FOR SPECIFIC PURPOSES

Discourse analysis: words and sentences for the construction of business letters, reports, books and technical writing. 1. 2. 3. 4. Introduction Background Argument Conclusion

ENGLISH FOR SPECIFIC PURPOSES

The ESP approach starts with the analysis of the learners needs. They are described in terms of performance. Students need a language to use in a context not a structure. The main objective is to prepare students to function in a specific area.

ENGLISH FOR SPECIFIC PURPOSES According to Shultz and Derwing the profile of the learners communicative needs include:
1. 2. 3. 4. Personal Need Purpose Setting Interactional variables 5. Medium, mode and channel 6. Dialects 7. Target level 8. Anticipated communicative events 9. Key

COMMUNICATIVE LANGUAGE TEACHING It came to replace the structural-situational and audio-lingual methods. It focuses on communication as the organizing principle for teaching rather than a focus on mastery of the grammatical system of the language. It focuses on how language is used by speakers in different contexts of communication.

COMMUNICATIVE LANGUAGE TEACHING

Communicative competence: is the capacity to use language appropriately in communication based on the setting, the roles of the participants, and the nature of the transaction.

COMMUNICATIVE LANGUAGE TEACHING

Wilkins proposed a national syllabus as a new type of syllabus which is divided in three categories of meaning: A.Semantic grammatical meaning: describes the meaning underlying grammatical contrasts and concepts such as:

1. Time 2. Quantity

COMMUNICATIVE LANGUAGE TEACHING

B. Modal meaning: it has three categories: 1. Modality 2. Scale of certainty 3. Scale of commitment C. Communicative functions: (referred to as speech act) 1. Requests 2. Complaints 3. Apologies 4. Compliments 5. Suggestions

COMMUNICATIVE LANGUAGE TEACHING

The communicative function became a useful and practical way of thinking about a language syllabus, but if needs different components:
1. The learners purposes 2. Setting for target language 3. Defined roles of the learners and the interlocutors 4. Communicative events 5. Language functions of the events 6. Notions for talking 7. Discourse and rhetorical skills 8. Levels of target language 9. Grammatical content 10. Lexical content

EMERGENCE OF A CURRICULUM APPROACH

Rodgers: A curriculum in a school context refers to the whole body of knowledge that children acquire in schools. The curriculum not only includes what pupils learn, but how they learn it, how teachers help them learn, using what supporting materials, styles and methods of assessment and in what kind of facilities.

EMERGENCE OF A CURRICULUM APPROACH Tyler

1. What educational purposes should the school seek to attain? 2. What educational experiences can be provided that are likely to attain these purposes? 3. How can these educational experiences be effectively organized? 4. How can we determine whether these purposes are being attained?

EMERGENCE OF A CURRICULUM APPROACH Based on Tylers Curriculum there is another model: 1. 2. 3. 4. Need: Aims objectives Plan: Strategies tactics Implementation: Methods techniques Review: Evaluation consolidation

EMERGENCE OF A CURRICULUM APPROACH

Jack C. Richards: Curriculum should be focused on needs analysis, situational analysis, planning learning outcomes, course organization, selecting and preparing teaching materials, providing for effective teaching and evaluation.