SYLLABUS DESIGN EDU 402

2. BASIS FOR CURRICULUM AND SYLLABUS DESIGN A. ESTABLISHING REALISTIC GOALS B. SURVEYING EXISTING PROGRAMS

A. ESTABLISHING REALISTIC GOALS EFL SETTING ESL SETTING COURSES OUTSIDE SCHOOL SYSTEM LANGUAGE USE AS COURSE GOALS

A. ESTABLISHING REALISTIC GOALS EFL SETTING : “The purpose of introducing and additional language into our educational system is to allow communication with the rest of the world” “The main objective in learning an additional language is to allow for personal growth and achievement”

WHAT’S THE EMPHASIS? COMMUNICATIVE PURPOSE – a utilitarian- oriented that encourages the development of communicative-type teaching materials “The student finishing this program will be able to converse effectively with a native speaker on topics of interest, will be able to read authentic materials for pleasure or professional needs, and will be able to correspond with friends, colleagues or business associates in the target language”

ESTABLISHING REALISTIC GOALS ESL SETTING – target language plays a more crucial role. Learners are expected to eventually use the language as “near” native speakers. Goals must account for both academic and social- survival skills – language and general learning skills, acculturation and socialization in the new community

ESTABLISHING REALISTIC GOALS PLANNING FOR COURSES OUTSIDE SCHOOL SYSTEM – ESP courses (management English) Goals – a. to negotiate in English with clients, b. To correspond with foreign companies c. To lead business meeting in English d. To develop richer business vocabulary Objectives usually represent the company’s request as well as individual needs

ESTABLISHING REALISTIC GOALS LANGUAGE USE or LANGUAGE ANALYSIS AS COURSE GOALS – influenced by current trends LANGUAGE USE – utilization of the target language for actual communication LANGUAGE ANALYSIS – emphasis is on grammatical analysis and on language philosophy

B. SURVEYING EXISTING PROGRAMS 1. EXISTING SYLLABUS 2. MATERIALS IN USE 3. TEACHERS 4. LEARNERS 5. THE RESOURCES

SURVEYING EXISTING PROGRAMS 1. EXISTING SYLLABUS what the learners are expected to know at the end of the course What is to be taught When it is to be taught, rate of progress, levels, stages, time constraints How it is to be taught How it is to be evaluated

SURVEYING EXISTING PROGRAMS 1. EXISTING SYLLABUS Possible shortcomings Fails to supply necessary information, too general, lack of cohesiveness in materials and examinations used Elaborately detailed, unrealistic Outdated, unsuitable to learners’ needs, current thinking, societal needs

SURVEYING EXISTING PROGRAMS 2. MATERIALS IN USE Whom and where were the materials developed? Are they compatible with the syllabus? Do they provide alternatives to teachers and learners? Which language skills do they cover? Well integrated? How authentic are they? How teachers and learners feel about them?

SURVEYING EXISTING PROGRAMS 3. THE TEACHERS Attitudes and abilities of teachers Teachers’ command of the TL Teacher training, background, level of education, exposure to ideas Teaching experience

SURVEYING EXISTING PROGRAMS 4. THE LEARNERS Active or passive? Dependent or independent? Decision making ability Evaluating own progress Learning how to learn?

SURVEYING EXISTING PROGRAMS 5. THE RESOURCES Time Classroom setting Equipment Learning/teaching aid

SUMMARY WHEN DESIGNING CURRICULUM AND SYLLABUS : Establish realistic goals Examine existing programs

DISCUSSION QUESTIONS Do you think PREP001 English course needs to be improved? Does it meet learners’ needs? Does the existing course prepare students in their studies? How would you improve it? What changes would you make?