Negotiated Syllabus for Second Chance Schools (SCSs): Theoretical considerations and the practicalities of its implementation Valavani Sofia Second Chance School of Alexandroupoli

2 Aims of the presentation In the context of a flexible curriculum, discuss the issue of syllabus selection for SCSs Provide a theoretical basis for the choice of a negotiated syllabus by drawing on SCS philosophy, education theories and some research findings Suggest the adoption of a negotiated syllabus to English Language Teaching in SCSs Propose a framework and offer some suggestions for its practical realisation

3 Second Chance Schools Adult Education General Secretariat established SCSs by Law 2525/1997under the responsibility of the Institute of Continuing Education for Adults (I.D.E.K.E.) Flexible and innovative programmes based on trainees’ needs and interests Emphasise the centrality of the learner and fight social exclusion Provide with skills and qualifications necessary for trainees to meet the needs in social life and labour market It is important that the second chance be different from the first chance

4 Selecting a syllabus for adult trainees: A look at some theories of adult education Freire’s view of adult education: personal freedom and development through mutuality with others, participation and negotiation Constructivism: learners create their own knowledge based on their previous experience and social interactions Progressivism: finds expression in negotiated syllabi and is concerned with learners’ engagement in selecting learning activities Experiential learning: the sort of learning undertaken by learners who are given a chance to acquire and apply knowledge in an immediate and relevant setting

5 Theories of Adult Education Adults are active social beings who construct their teaching world through participation, interaction and negotiation

6 Why pre-determined syllabi are not appropriate for SCSs All “external” synthetic syllabi seem flawed and negate the SCS philosophy since they leave the learner out of the learning process One-way flow of information Lack of negotiation and consultation Trainees are regarded as passive acceptors of language and not as flexible negotiators Not creatively involved in the design of the pedagogical programme

7 Pre-determined syllabi The idea, therefore, of just one pre-determined syllabus being a panacea for language teaching and learning in SCSs seems extremely improbable

8 Evaluating past course with pre-determined activities Very satisfied SatisfiedNot satisfied a. Achievement of your personal objectives 20%80% b. Materials and handouts10% 80% c. Tasks and activities20%80% d. Projects50% e. Group work80%10% f. Teacher’s involvement20%80% g. Your involvement10%90% h. Visits50%

9 Useful decisions in a SCS class Very useful Useful Not useful a. Working in groups/pairs.80%20% b. Following teacher’s suggestions about the English course 20%80% c. Bringing your own materials in class.80%20% d. Discussing your individual needs/interests with your trainer. 100% e. Expressing personal opinions about topics and ways of working 80%20% f. Designing your own activities70%30% g. Checking your progress.70%30%

10 Concluding remarks The data retrieved reveal that SCS trainees need to “have a voice” and get involved in the teaching procedure, participating in classroom decisions.

11 The negotiated syllabus According to Breen and Littlejohn (2000:29), negotiated syllabus seems to distinguish itself from conventional content syllabi by identifying classroom decisions as potentials for negotiation It identifies: The “negotiation cycle” (range of decisions open to negotiation and the steps of the procedure) The “curriculum pyramid” (levels in the classroom curriculum to which the negotiation cycle can be applied)

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13 The curriculum pyramid: levels of focus for the negotiation cycle (Breen and Littlejohn2000:286)

14 A negotiated syllabus (Breen and Littlejohn 2000:287)

15 Tools for a negotiated syllabus Negotiating purposes Initial questionnaires to trainees Learning contracts Weekly planning of sessions

16 Sample of initial questionnaire to trainees

17 Sample of a learning contract

18 Negotiating content Learning plans jointly developed by a trainer and trainees Trainee-designed activities

19 Sample of imaginative writing: Poems

20 Evaluation of outcomes Daily/Weekly/Monthly retrospective accounts Reflection charts An assessment (can-do) card Work diaries Reflective learning journals Peer interviews Portfolios One-to one consultations

21 Suggested Daily/Weekly/Monthly retrospective account

22 Suggested Reflection Chart

23 Sample of an assessment (can-do) card

24 A suggested structure of a work diary

25 Implications and challenges for future research Negotiated syllabus should not replace trainer decision- making. Trainers remain at the heart of the process Trainers are not committed to trainees sharing in determining aspects of the syllabus We have not systematically recorded trainee reactions to these processes It seems a challenging but difficult undertaking for trainers and trainees A lot more practical experimentation seems essential in order to expand our understanding of the negotiation process

26 Conclusion Such a proposal offers significant opportunities for developing basic skills and qualifications in SCSs It triggers processes of self-discovery, shared decision- making and responsibility The unpredictability of the target group and trainers’ thinking from one year to the next is part of the challenge and excitement of a negotiated syllabus It seems to represent one of the most significant practical and theoretical developments in language teaching in recent years

27 Useful Websites (English Literacy for SCSs: a web space for English teachers supported by Bessie Mitsikopoulou) (Second Chance Schools in Greece) (Library of Hellenic Open University) (European Association for the Education of Adults)