EL SYLLABUS 2010 A Strong Foundation and Rich Language for All.

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Presentation transcript:

EL SYLLABUS 2010 A Strong Foundation and Rich Language for All

Philosophy of Language Learning The EL Syllabus 2010 has the following assumptions and beliefs about language and language learning: Language is a means of making meaning and of communication Language is a system with its own rules and conventions which can be used to create various discourse forms or types of texts Language learning involves cognitive and affective engagement, and interaction Language use is guided by our awareness of the purpose, audience, context and culture in which the communication takes place Learning English in a multilingual context is different from learning it in a monolingual or near-native context

Syllabus Aims (I) By the end of Secondary education, pupils will be able to communicate effectively in English as a result of their development in the following areas: 1. Listen, read and view critically and with accuracy, understanding and appreciation a wide range of literary and informational/ functional texts from print and non-print sources.

Syllabus Aims (II) 2. Speak, write and represent in internationally acceptable English (Standard English) that is grammatical, fluent, mutually intelligible and appropriate for different purposes, audiences, contexts and cultures.

Syllabus Aims (III) 3. Understand and use internationally acceptable English (Standard English) grammar and vocabulary accurately and appropriately as well as understand how speakers/writers put words together and use language to communicate meaning and achieve impact.

Syllabus Aims (IV) Pupils will learn grammar and vocabulary in explicit, engaging and meaningful ways. They will reinforce such understanding in the course of listening to, reading, viewing, speaking, writing and representing different types of texts. To achieve the aim of effective language use, teachers will be guided by the six Principles of EL Teaching and Learning (CLLIPS) and will take into account the Teaching Processes (ACoLADE) when developing their instructional programmes and lessons