1. SYLLABUS DESIGN
EDU 402

2. DESIGNING COURSES – HOW TO?
1. FACT FINDING STAGE – SOCIETAL FACTORS
2. BASIS FOR CURRICULUM AND SYLLABUS DESIGNING
3. LEARNERS AND TEACHERS NEEDS
4. GOALS AND INSTRUCTIONAL PLANS
5. THE COMMUNICATIVE SYLLABUS
6. MATERIAL DEVELOPMENT – SOCIO CULTURAL APPROPRIATENESS, LINK BETWEEN SYLLABUS AND AUDIENCE
7. READING SKILLS

3. ASSESSING SOCIETAL FACTORS
A. LANGUAGE SETTING
B. PATTERNS OF LANGUAGE USE
C. ATTITUDES TOWARD LANGUAGE
D. POLITICAL AND NATIONAL CONTEXT

4. A. LANGUAGE SETTING
Significance of the language setting in terms if its effects on the learners and the learning process
Eg: language setting may be a strong support for the learning of the target language
Initial survey should provide a description of the role of TL

5. ESL OR EFL? English is spoken natively (US, UK, Australia)
English is one of two or more official languages spoken natively by part of the population (Canada, South Africa)
English is the only official language but not the native language (international needs and communication) [Nigeria, Uganda]
English is neither the national language nor one of the official languages. Given special status because of historical factors (Israel, Kenya, Malaysia)
English as major foreign language

6. WHO ARE THE LEARNERS?
A. IN NEED OF SURVIVAL SKILLS SETTLING IN A NEW COMMUNITY
B. COME FOR A LIMITED TIME, FOR A WELL-DEFINED PURPOSE
C. ESL, EFL, ESP

7. B. PATTERNS OF LANGUAGE USE
ROLE OF LANGUAGE IN EDUCATION
Means to further education
Effectiveness of curriculum and materials
ROLE OF LANGUAGE IN THE LABOR MARKET
Which profession needs the language and to what extent? What extent have people required the knowledge of the language?
ROLE OF LANGUAGE IN MODERNIZATION
Dependency on foreign experts
Overseas training and exposure
Instructions and catalogues
Technological and scientific advancement

8. C. ATTITUDES TOWARDS LANGUAGE
A. Attitudes towards the language, people who speak it, and the culture it represents – group attitude
B. Attitude towards the learning process itself, individual needs, teachers’ efficacy, materials, school system – personal attitude

9. ATTITUDES TOWARDS LANGUAGE
POSITIVE ATTITUDE – reflect high regard and appreciation to language and culture, high personal motivation, feeling of self fulfillment, success, and enthusiasm
NEGATIVE ATTITUDE – historical factors, political and national trends, social conflicts. Creates psychological distance affecting learning-teaching process

10. D. POLITICAL AND NATIONAL CONTEXTS
POLITICAL CONSIDERATIONS – the administration in power and its views of the language
NATIONAL CONSIDERATIONS – promoting nationhood, patriotism, development of national language
QUESTIONS TO ASK – a. local languages for early education, b. the preferred national language for intermediate education, c. an international language for government and higher education

11. SUMMARY IN DESIGNING COURSES : The language setting
Patterns of language use
Attitudes towards language
Political and national contexts

12. POINTS TO PONDER What are Saudi learners’ language needs?
What are their attitudes towards English and the learning of English?
Can learning English or other foreign languages lessen the significance of Arabic?
Are English courses offered in YUC sufficient for Saudi students?