This module is not currently running in 2024 to 2025.
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.
Total Contact Hours: 20
Private Study Hours: 130
Total Study Hours: 150
This module is compulsory for students studying on the MA in Applied Linguistics with TESOL.
Main assessment methods
• Group Presentation (20 minutes) – 20%
• Adaption of Syllabus & Commentary (2,000 words) – 30%
• Proposal for a New Course (2,000 words) – 50%
Reassessment methods
• Reassessment Instrument: 100% Coursework
Indicative Reading List
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)
The intended subject specific learning outcomes.
On successfully completing the module students will be able to:
1 Recognise and critically assess types of syllabus;
2 Adjust a syllabus based on theoretical considerations and principled judgement;
3 Design a course taking into consideration the language needs of groups and individuals;
4 Advise on appropriate methods and materials to support the course;
5 Present a course taking into account the different stakeholders (teachers, learners, education officers and training managers).
The intended generic learning outcomes.
On successfully completing the module students will be able to:
1 Make decisions based on research, principled judgement and good practice;
2 Work independently, and in pairs and groups;
3 Provide solutions, within fixed parameters, for complex problems;
4 Communicate confidently and professionally both orally and in writing with a range of people
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