ISFDyT N°57Profesorado en Inglés
Perspectiva Pedagódico-Didáctica II
Prof. Evangelina AlvesTackk Task


Taking into account the bibliography of the retired teacher and author, Penny Ur, this tackk is going to present a variety of questions related to the Syllabus Design in Language Teaching, starting from the curriculum devolpment in language teaching to the Syllabus design.

INTRODUCTION
Curriculum and Syllabus Design.

It is necessary to introduce the subject from what is a curriculum. A curriculum refers to the principles and the procedures for the planning, the implementation, the evalutation and the management of an education program. This aspect involves the syllabus design which implies a selection and grading of content, and the methology which implies a selection of learning tasks and activities.

A curriculum is an educational program in which there are different points that states, firstly, the educactional purpose of the program. Secondly, the content, teaching procedures and learning experiences that will be necessary to achieve the purpose mention before. Thridly, a curriculum design refers to the study and development of the goals, content, implementation, and evaluation of an educational system. This is also known as Syllabus Design which in Language Teaching, incudes:

The study of the purposes for which a learner needs a language, also known as Need Analysis.

The setting of objectives, and the development of a syllabus, teaching methods, and materials.

The evaluation of the effects of these procedures on the learner’s language ability.

Summarizing, curriculum development refers to the range of planning and implementation processes involved in developing a curriculum. The approach generally taken in curriculum development places teachers and language teaching professionals at the center of the planning and decision-making process. The products of these decision-making processes include policy documents, syllabus, tests, teaching materials, teaching programs, textbooks, and teaching and learning acts.

The Syllabus is a document which presents information on what topics or content are to be covered in a course of study. The syllabus is usually distributed on the first day of class and it contains several parts:

The course title and meeting times.

The name of the professor and his/her contact information.

Expectations and attendance policies.

Topics and chapters covered.

Test dates.

Required texts and other supplies.

"Syllabus is the list that contains everything about a course, such as the contents, process and  objectives." Penny Ur, 1996.

According this definition, the author describes three elements that are considered important in a Syllabus. The contents, items included in the contents are words, structures and topics. The process that consists of tasks and methods. Finally, the objectives, normally te goals are stated at the beginning of the Syllabus.

The Syllabus is a document, mention before, which consists of a list that specify all the contents to be taught in the class or course for which the Syllabus was designed. It is therefore comprehensive.

It is ordered from simple to complex and it has explicits objectives.

Another characteristic of the Syllabus is that it is a public and official document, which through the collaboration of the teachers or educators, parents and employers of the learners, public representatives and school boards, interested members of the researchers and teacher trainers or textbook writers, the document become available and representable to those who use it.

Some other feautres of the Syllabus are the time schedule, a list of recommended materials such as course books and states the types of approaches such as the writers (bibliography), didactic materials (visual or supplementary materials), and methodology or approches.


In language teaching, the Syllabus can be divided into many types.

Grammatical.

Lexical.

Grammatical-Lexical.

Situational.

Topic-based.

Notional.

Functional-noticional.

Mixed or multi-strand.

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