Having learned about theories of language acquisition and language teaching method, this presentation is about perspective in syllabus design, a typical applied linguistics activity.

1. Facultad de Humanidades
Escuela de Ciencias del Lenguaje
Seminario de Lingüística Aplicada
Curricular Elements
Prof. Carlos Mayora
November 2014

2. Warm-up
Beyond the design of methods, the design of
instruction is a typical activity of applied
linguistics. In this class, we will look at some of
the tasks of course design and specially at
curricular elements.

3. Course design defined
Process
Designing/creating
Instructional
system
Development of L2
knowledge and skills

4. Extending the definition
Process
Systematic
Steps/phases/
stages
Goal-oriented
Developmental

5. Extending the definition
Goal(s) Learners
Instructional
System
Instructional
materials
Procedures
Activities Teacher(s)
Assessment

6. Grammar Vocabulary
Pronunciation
L2 Knowledge/
skills
Speaking Reading
Writing Listening
General
interest
Special
purpose
Extending the definition

7. Extending the definition
In that definition, we see that the process is
a. systematic;
b. practical; and
c. it tackles a real-world language related problem.
We could also add that the foundations of the process
are interdisciplinary in nature since it deals with both
the nature of language, the nature of learning and it
needs to address a number of resources. Thus, it is
applied linguistics in action.

8. • Curriculum
and materials
design.
• Resources
available, both
material and
human.
• The
linguistic
system
• Mental
processes
involved in
learning
Psychology Linguistics
L2 curriculum design
Management Education
Interdisciplinarity

9. Central elements
Approach Syllabus Techniques Exercises
Brown’s categories (1995)

10. Central elements
Theory/beliefs about language
Theory/beliefs about learning
Instructional material
Approach Syllabus Techniques Exercises
Selection and grading of content
Teaching
Assessment

11. Curriculum
CURRICULA are concerned with making general
statements about language learning, learning purpose and
experience, evaluation and the relationships between
teachers and learners… [ they also include] banks of
learning items and suggestions about how these might be
used in class
Nunan, 1988, p. 3
CURRICULUMis a very general concept which involves
considerations of the whole complex of philosophical,
social and administrative factors which contribute to the
planning of an educational programme.
Allen, 1984, p. 6

12. Syllabus provides direction and guidance in the
scope, sequence and pacing of classroom activities.
Omaggio, 1986, p. 410
Syllabus
Syllabus is …an inventory of objectives the learner
should master… in a recommended sequence.
Celce-Murcia, 2001, p. 9

13. Stages in educational planning
National ministeries/offices
Regional administrative unit
The department
The classroom
Curriculum
Syllabus
Lesson
The Institution

14. Types of Syllabi

15. Types of Syllabi
A type or kind of syllabus is defined by…
• its focus (grammar, meaning, lexis, etc.);
• its units of progression; and
• its grading criteria,

16. Grammar, formal
language structures
Communication
Specific language skills
(i.e. listening)
Difficulty or complexity
(intuition)
Discrete structural items
(i.e. rules, tenses, sounds)
Situations (i.e. at the
airport)
Notions (i.e. time,
quantity)
Usefulness for student
or chronology.
Usefulness (based on
intuitions)
Topics or themes (i.e.
The government)
Usefulness or
chronology. Interest
Social functions of
language (apologizing)
Frequency, usefulness or
chronology
Hierarchy (sub skill A is
necessary for sub-skill B)
Sub-skills or micro skills
(i.e. listening for the gist)
Usefulness or frequency
or hierarchy.
Tasks, either pedagogical
or metacommunicative.
Tasks or cognitive
processes
Learners’ interests or
needs (negotiation)
Types of Syllabi

17. Three perspectives on selecting and grading content
1. Identify the general contexts and situations in
which the learners will communicate.
2. Specify the communicative events the learners
will engage in.
3. Make a list of the functional goals that the
learner will need in order to take part in the
communicative events.
4. List the key linguistic elements needed to
achieve functional goals.
5. Sequence and integrate 3 and 4.
Nunan, 2001, p. 63

18. 1. contexts and situations
2. communicative events
3. functional goals
4. linguistic elements
5
First perspective: CLT

19. CLT perspective

20. Second perspective: Task based
Long and Crookes, 1992

21. Second perspective: Task based

22. Task basedperspective

23. Second perspective: Task based

24. Third perspective: Multi-layered perspective
• The units of progression may vary from course
to course.
• Whatever unit of progression chosen, course
designers need to check other units are also
covered and dealt with within the appropriate
level for the student.
Nation and Macalister, 2010

25. Nation and Macalister, 2010, p. 73
Multi-layered perspective

26. Multi-layered perspective: Suggested grading
criteria
Language areas Research based suggested criteria
Vocabulary West’s General Sevice List,
Coxhead’s Academic list
Grammar Georges’ Verb form frequency
counts
Functions Van Ek notional syllabus
Council of Europe’s list of functions

27. Multi-layered perspective: Suggested grading
criteria
Language areas Research based suggested criteria
Discourse Biber’s work on co-occurrence
Swales textual genre categories*
Skills/sub-skills Skill taxonomies (Brown’s or
Richards’). Cognitive
taxonomies (Bloom) or
strategy inventories (Oxford)
Ideas Ideas relevant to the course for
their value to motivate learners,
familiarity and encouragement of
language use.

28. Multi-layered perspective: The matrix

29. Bibliography and suggested readings
• Brown, J.D. (1995). The Elements of Language Curriculum: A Systematic Approach to Program
Development. Heinle & Heinle Publishers.
• Celce-Murcia, M. (2001). Language teaching approaches: An overview. In Celce-Murcia, M. (Ed.)
Teaching English as a second or foreign language (3rd ed., pp. 3-11). Boston, MA: Heinle & Heinle.
• Long, M. & Crookes, G. (1992). Three Approaches to Task-Based Syllabus Design. TESOL Quarterly,
Vol. 26, No. 1. pp. 27-56.
• Nation, I.S.P. and Macalister, J. (2010). Language Curriculum Design. New York: Routledge.
• Nunan, D. (1988). Syllabus design. Oxford: Oxford University Press.
• Nunan, D. (2001). Syllabus design. En M. Celce-Murcia (Ed.), Teaching English as a second or
foreign language (3º ed., pp. 55-65). Boston, MA: Heinle & Heinle.
• Omaggio, A.C. (1986). Teaching language in context. Proficiency oriented instyruction. Boston:
Heinle & Heinle Publishers, Inc.
• Richards, J.C. (1990). The language teaching matrix. Cambridge: Cambridge University Press.