Course and Syllabus Design for TESOL - LL840

Location Term Level Credits (ECTS) Current Convenor 2019-20
Canterbury
(version 2)
Spring
View Timetable
7 15 (7.5) DR A Lengeris

Pre-requisites

None

Restrictions

None

2019-20

Overview

The theoretical basis and different approaches to syllabus and course design will be introduced. The key concepts, principles and rationale for process, procedural, lexical, functional and task-based syllabuses will be appraised and evaluated. The influence of Second Language Acquisition theory and educational, cultural, social, economic and political factors on the syllabus will be considered when writing and adapting designs for groups of learners in a range of contexts. Ways of assessing students’ needs as part of the process of planning and designing a syllabus and course will be addressed.

Details

This module appears in:


Contact hours

Total contact hours: 20

Availability

This module is compulsory for students studying on the MA in Applied Linguistics with TESOL.

Method of assessment

Group presentation (20 minutes) - 20%;
Adaption of syllabus and commentary (2000 words) - 30%;
Proposal for a new course (2000 words) - 50%

Indicative reading

Christison, M.A. and Murray, D.E. (2014) What English Language Teachers Need to Know, Volume III: Devising Curriculum, London, Routledge;
Graves, K. (1996) Teachers as Course Developers, Cambridge, Cambridge University Press;
Huhta, M. et al (2013) Needs Analysis for Language Course Design, Cambridge, Cambridge University Press;
Macalister, J. and Nation, I.S.P. (2011) Case Studies in Language Curriculum Design, London, Routledge;
Mickan, P. (2013) Language Curriculum Design and Socialisation, Bristol, Multilingual Matters;
Nation, I.S.P. and Macalister, J. (2009) Language Curriculum Design, London, Routledge

See the library reading list for this module (Canterbury)

Learning outcomes

Students will be able to recognise and critically assess types of syllabus;
Students will be able to adjust a syllabus based on theoretical considerations and principled judgement;
Students will be able to design a course taking into consideration the language needs of groups and individuals;
Students will be able to advise on appropriate methods and materials to support the course;
Students will be able to present a course taking into account the different stakeholders (teachers, learners, education officers and training managers)

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