1. Professor Sabine Mendes (Ms) Applied Linguistics in ELT Curriculum Development

2. I. Why a syllabus?(Robert Brantley, BYU TESL Program) A. Teacher organization B. Students' expectations C . Organization's expectations

3. Jack C. Richards (2001) • Differentiates syllabus design (more practical) and curriculum development (more comprehensive).

4. Characteristics of a Syllabus( Ur) • A list • A public document

5. Types of Syllabuses (Syllabi)( Ur) • Grammatical • Lexical • Grammatical-Lexical • Situational • Topic-based • Notional • Functional-notional • Mixed or “multi-strand” • Procedural/Learning-tasks (Bangalore project, Phrabu, 1987) • Process (content negotiated with the students)

6. Some other concepts • Learning-centered (http://www.celt.iastate.edu/teaching/syllabi.html) and Content-centered syllabus • Lee Haugen (Iowa State University) • The concept is simple but its implications are far-reaching (…)we focus on the process of learning rather than the content, that the content and the teacher adapt to the students rather than expecting the students to adapt to the content, that responsibility is placed on students to learn rather than on professors to teach. The object is to facilitate student learning rather than to act as "gatekeepers" of knowledge, doling it out in small doses. • "Accepting responsibility for their own learning can be difficult for students who have been educated as passive listeners. This change in role may be particularly difficult for some international students who come from cultures in which asking questions of the professor is openly discouraged and perceived as unacceptable student behavior" 

8. Sample Syllabus • State University of New York (SUNY) – final project on Philosophy of TESOL.

9. II. Designing a Syllabus(Robert Brantley, BYU TESL Program) A. Decide what you NEED to teach. 1. Ask yourself WHY your students are studying English, and WHAT do they need to know?2. Do some sort of needs analysis (sample needs analysis – British Council) B. Find a good needs assessment instrument or create your own from various examples. 

10. II. Designing a Syllabus B. Do not just ASSUME what your students need to know­­ask them and make them feel like they are involved in the planning of the course in order to create a nice learner-centered atmosphere.

11. II. Designing a Syllabus 3. Do not forget to incorporate the things that YOU know (as a professional) that they need. A. For example, students can't take TOEFL preparation classes only. We should be able to know generally what they need based upon their goals. (Don't expect your students to tell you everything they need and want to know.)

12. II. Designing a Syllabus 4. Remember that the level of the students determines, to a great extent, what they need to learn. A. Beginner students want and need survival skills, whereas advanced students want to focus on difficult areas such as research, critical, and creative writing, etc.  B. Decide what you CAN teach. 1. Remember that you will not likely be able to teach everything you feel you NEED   (or even want) to teach. 2. Prioritize topics and areas of study according to the needs of the students. 3. Review various sample lesson plans and ideas, if available.

13. II. Designing a Syllabus C. Decide how to organize the syllabus. 1. Design your syllabus from your list of prioritized topics or areas of study.  2. Be mindful of topics that build upon others and construct syllabus accordingly. A. For example, you should probably teach demonstratives BEFORE teaching students how to shop for clothing. (Examples: "How much is this shirt?" , "How much are these pants?") 3. Make use of a wide variety of resources and activities.  4. Be mindful of the four skills (listening, speaking, reading, writing) and which ones are most important for your students. (Also, don't spend three hours on grammar instruction only and one on Listening/Speaking. L/S is probably the most important for most students.)

14. II. Designing a Syllabus D. Teacher Expectations 1. It is good to include on the syllabus the things that you expect from the students. Students sometimes perform better when expectations are in writing. A. What are things you might expect? (Attendance, homework, etc.)

15. II. Designing a Syllabus E. Helpful information (if you are giving your students a copy of the syllabus, which is advised): 1. Place your phone number, office number, etc., on the syllabus so the students can contact you. Often times conscientious students want to call you before they miss a class or an assignment.  2. Valuable resources and texts can also be listed on the syllabus. Most likely, you'll be planning your lessons and developing materials throughout the course and will, therefore, not have a complete list of sources for your students. However, if you know of some you will definitely be using, it's good to list them on the syllabus.

16. Hidden curriculum (ideologies) • Nancy P. Kraft (University of Kansas, 2002) • Curriculum Theory as Self-Reflection (Praxis). • A study in the School of Education. “What white teachers don´t ‘know’ about other races makes them feel powerless to teach other racial viewpoints? Do they harbour ignorance of the true story of other races, or do they simply lack the cultural knowledge necessary to provide an accurate representation of a particular race?” (a student´s viewpoint)

17. Hidden curriculum (ideologies) “Some teachers assume the ‘right’ way for students and their parents to respond to school is the way they (and their parents) responded to school. When parents fail to come to school and participate in school activities, teachers may assume that the parents don´t care about education. Teachers (like all of us) may attribute meanings to parent’s and student’s behaviors that are incorrect”. - Questioning the “PC” label.

18. Case study • http://www.fsu.edu/~truancy/needs.html • Florida State University

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