Planning the course structure
Two aspects of this process require more detailed planning: selecting a syllabus framework and developing instructional blocks. These issues are closely related and sometimes inseparable but also involve different kinds of decisions.
· Selecting a syllabus framework
· A syllabus describes the mayor elements that will be used in planning a language course and provides the basis for its instructional focus and content.
The syllabus could be:
· Situational
· Topical
· Functional
· Task-based
Factors that influence the syllabus framework for a course:
§ Knowledge and beliefs about the subject area
§ Research and theory
§ Common practice
§ Trends
A communicative syllabus is either an attempt to develop a framework for a general language course, such as a Threshold Level syllabus, or one that focuses on communication within a restricted setting, such a s English for Specific Purposes.
Many different syllabus frameworks can make a claim to be versions of a communicative syllabus: competency-based, text-based and task-based syllabuses. Other approaches are also possible:
o Grammatical (or structural) syllabus: it is organized around grammatical items and it’s used particularly for beginning-level learners.
It approach presents some disadvantages for example they represent only a partial dimension of language, they do not reflect the acquisition sequences, they focus only on sentences and on form and do not address communication skills. Still, grammar remains a core component of many language courses because it represents a familiar approach to teaching for many people. Grammar provides a convenient framework for a course and represents a core component of language proficiency.
o Lexical syllabus: it was among the first types to be developed in language teaching. It identifies a target vocabulary to be taught arranged according to levels such as the first 500, 1000, 1500, 2000 words.
o Functional syllabus: It is organized around communicative functions such as requesting, complaining, suggesting, agreeing. Since 1970’s they were one of the first proposals for a communicative syllabus. Functional syllabus have proved very popular as a basis for organizing courses and materials because they focus on the use of the language rather than linguistic form, they can be linked to other types of syllabus content (topics, grammar, vocabulary). However these syllabuses have been criticized because there are no clear criteria for selecting or grading functions, they fail to address the process of communication, they lead to a phrase book that concentrates expressions and idioms used for different functions and students learning from a functional course may have considerable gaps in their grammatical competence.
o Situational syllabus: it is organized around the language needed for different situations such as at the airport, at the hotel, at the hospital. They have the advantage of presenting language in context and teaching language of immediate practice use. However little is known about the language used in different situations, language used in specific situations may not transfer to other situations, it lead to a phrase book approach.
o Topical or content base syllabus: it is organized around themes, topics or other units of content. All language courses no matter what kinds of syllabus they are based on must include some form of content. Different topics may require language of differing levels of complexity and, as a consequence, it may not always be possible to reconcile the different strands of the syllabus.
o Competency-based syllabus: it is based on a specification of the competencies learners are expected to master in relation to specific situations and activities. Competencies are a description of the essential skills, knowledge and attitudes required for effective performance of particular tasks and activities.
o Skills syllabus: it is organized around the different underlying abilities that are involved in using a language for purposes such as reading, writing, listening, or speaking. These syllabuses focus on behavior or performance, teach skills that can transfer to many other situations and identify teachable and learnable units.
o Task-based syllabus: it is organized around tasks that students will complete in the target language. Two kinds of tasks have been proposed as a basis for syllabus design: pedagogical tasks and real-world tasks. Pedagogical tasks are based on SLA theory and are designed to trigger second language learning processes and strategies. For example:
§ Jigsaw tasks
§ Information-gap tasks
§ Problem solving tasks
§ Decision making tasks
§ Opinion exchange tasks
Although the notion of task appears useful as a component of methodology, it has yet to be widely adopted as a unit of syllabus design.
o Text-based syllabus: they are built around texts and samples of extended discourse. This approach is often used when an overall context for language learning has been defined, such as in a specific workplace or a university or other further study context. It is a type of integrated syllabus because it combines elements of different types of syllabuses.
o Integrated syllabus: decisions about a suitable syllabus framework for a course reflect different priorities in teaching rather than absolute choices. When deciding what syllabus to take, the course planners need to decide between macro level and micro level planning units in the curse.
For example a reading course might first be planned in terms of reading skills ( the macro level planning category) and then further planning in terms of text types, vocabulary, and grammar ( the micro level planning category)
Developing instructional blocks
A course also needs to be mapped out in terms of instructional blocks or sections. And instructional block is a self-contained sequence that has its own goals and objectives and that also reflects the overall objectives for the course. They represent the instructional focus of the course and may be very specific (e.g. a single lesson) or more general (e.g. a unit of work consisting of several lessons).
Planning the organizational structure in a course involves selecting appropriate blocks and deciding on the sequence in which these will appear.
Two commonly used instructional blocks are planning by modules and by units.
Modules: This is a self-contained and independent learning sequence with its own objectives. Modules allow for flexible organization of a course and can give learners a sense of achievement.
Units: this teaching block is normally longer than a single lesson but shorter than a module and is the commonest way of organizing courses and teaching materials. A unit seeks to provide a structured sequence of activities that lead toward a learning outcome. The factors that account for a successful unit include:
§ Length
§ Development
§ Coherence
§ Pacing
§ Outcome
The issue of unit structure is also crucial in developing instructional materials.
REFERENCE:
§ RICHARDS, Jack. (2005) “Curriculum Development in Language Teaching”. Cambridge U. Press. Pages 151-167.
