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Curriculum  and syllabus- Octavio Canseco
 

Curriculum and syllabus- Octavio Canseco

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    Curriculum  and syllabus- Octavio Canseco Curriculum and syllabus- Octavio Canseco Presentation Transcript

    • Curriculum and Syllabus LUIS OCTAVIO CANSECO GARCIALuis Octavio Canseco García / Escuela de Idiomas / URSE / Oaxaca / México
    • Curriculum and Syllabus:The term curriculum is open to a variety ofdefinitions; in its narrowest sense issynonymous with the term syllabus, as inthe specification of the content and theordering of what is to be taught.Finney (2002:70) Luis Octavio Canseco García / Escuela de Idiomas / URSE / Oaxaca / México
    • Curriculum and Syllabus:In the wider sense it refers to all the aspects ofthe planning, implementation and evaluation ofan educational program, the why, how and howwell together with the what of the teaching-learning process.Finney (2002:70) Luis Octavio Canseco García / Escuela de Idiomas / URSE / Oaxaca / México
    • Curriculum: It can be defined, as an educational program which states: a) “The educational purpose of the program (the ends) b) The content teaching procedures and learning experience which will be necessary to achieve this purpose (the means) c) Some means for assessing whether or not the educational ends have been achieved.” ( Richards, Platt and Platt 1993: 94) Luis Octavio Canseco García / Escuela de Idiomas / URSE / Oaxaca / México
    • Curriculum: “Curriculum is a very general concept which involves consideration of the whole complex of philosophical, social and administrative factors which contribute to the planning of an educational program.” (Allen quoted in Nunan, 2000: 6) Luis Octavio Canseco García / Escuela de Idiomas / URSE / Oaxaca / México
    • Syllabus: A DefinitionDefining a Syllabus: some conceptual difficultiesClarifying the concept of syllabus is extremelyproblematic. There seem to be as manydefinitions as definers, each apparently coveringsimilar ground, whilst containing various nuancesand differences in emphasis. Luis Octavio Canseco García / Escuela de Idiomas / URSE / Oaxaca / México
    • Syllabus: A DefinitionIf the curriculum is “all the relevantdecision-making processes of all theparticipants” (Johnson, 1989), thesyllabus is its result. Luis Octavio Canseco García / Escuela de Idiomas / URSE / Oaxaca / México
    • SyllabusA syllabus is an expression of opinion onthe nature of language and learning; itacts as a guide for both teacher and learnerby providing some goals to be attained. Luis Octavio Canseco García / Escuela de Idiomas / URSE / Oaxaca / México
    • SyllabusHutchinson and Waters (1996:80) definesyllabus as follows:“At its simplest level a syllabus can bedescribed as a statement of what is to belearnt”. Luis Octavio Canseco García / Escuela de Idiomas / URSE / Oaxaca / México
    • SyllabusNunan (1999:73) refers to syllabus as:“A syllabus consists of list of content to betaught through a course of study. Key tasksfor the syllabus designer are the selection ofthe items and their sequencing andintegration”. Luis Octavio Canseco García / Escuela de Idiomas / URSE / Oaxaca / México
    • Pienemann (1985: 23) sees the syllabus as“the selection and grading of linguisticteaching objectives”,Breen (1984: 47) considers syllabus as “a planof what is to be achieved through ourteaching and our students’ learning”. Luis Octavio Canseco García / Escuela de Idiomas / URSE / Oaxaca / México
    • Stern (1984) defines syllabus as connected withcontent, structure, and organization.For Lee (1980:108). syllabus is “essentially astatement of what should be taught, year byyear– through language – syllabuses often alsocontain points about the method of teaching andthe time to be taken”. Luis Octavio Canseco García / Escuela de Idiomas / URSE / Oaxaca / México
    • (Candlin,1984:30), describes syllabus as follows:“Syllabuses are concerned with the specificationand planning of what is to be learned,frequently set down in some written form asprescriptions for action by teachers and learners.They have, traditionally, the mark of authority”. Luis Octavio Canseco García / Escuela de Idiomas / URSE / Oaxaca / México
    • Dubin & Olshtain, (1997: 28) say:“syllabus is a more detailed and operationalstatement of teaching and learning elementswhich translates the philosophy of thecurriculum into a series of planned stepsleading towards more narrowly defined objectivesat each level” Luis Octavio Canseco García / Escuela de Idiomas / URSE / Oaxaca / México
    • A syllabus can also be seen as a "summary ofthe content to which learners will be exposed"(Yalden.1987: 87).It is seen as an approximation of what will betaught and it cannot accurately predict what willbe learnt. Luis Octavio Canseco García / Escuela de Idiomas / URSE / Oaxaca / México
    • Given these definitions it is suggested thatit seems helpful to define a curriculum anda syllabus as separate entities. Luis Octavio Canseco García / Escuela de Idiomas / URSE / Oaxaca / México
    • To sum up it is possible to see syllabusdesign as part of course design, whichin turn, forms part of the design of thecurriculum as a whole. Luis Octavio Canseco García / Escuela de Idiomas / URSE / Oaxaca / México
    • BibliographyBreen, M.P. (1984): “Process Syllabuses for the Language Classroom” in Brumfit, C.J. (ed): General English Syllabus Design, ELT Documents 118. London, Pergamon Press/British Council.Candlin, C.N. (1984): “Syllabus Design as a Critical Process.” in Brumfit, C.J. (ed): General English Syllabus Design, ELT Documents 118. London, Pergamon Press/British Council.Dubin, F. & Olshtain, E. (1997) Course Design: Developing Programs and Materials for Language Learning, Cambridge: Cambridge University Press.Finney, D. (2002): The ELT Curriculum iin Richards, J.C. and Willy A. Renandya (ed): Methodology in Language Teaching. USA: Cambridge University Press.Hutchinson, T. & Waters, A (1996) ESP A learning centred approach. Great Britain Cambridge University Press.Johnson, R.K. (1989): “ A Decision-Making Framework for the Coherent Language Curriculum.” in Johnson, R.K. (ed): The Second Language Curriculum. Cambridge, Cambridge University Press.Lee, W. R. (1980) National Syllabuses Construction for Foreign-Language Teaching: Reconciling the Approaches ELT documents 108- Pgs.81-85, England: The British Council.Nunan, D. (1999). Second Language Teaching and Learning . Canada: Heinle & Heinle.Pienemann, M. (1985): “Learnability and Syllabus Construction.” in Hyltenstam and Pienemann (eds): Modelling and Assessing Second Language Aquisition. Clevedon, Multilingual Matters. Luis Octavio Canseco García / Escuela de Idiomas / URSE / Oaxaca / México