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PAPER IX
THEORETICAL BASE OF ENGLISH EDUCATION
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ASSIGNMENT
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submitted to
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Anamika B S
Lecturer in English
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Submitted by
Sabitha B Chandran
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English optional
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3. INDEX
Topic Page number
Introduction 1
content 2-4
conclusion 5
references 6
4. INTRODUCTION
Curriculum is not merely syllabus because the later is only verbal,
book oriented and theoretical while the former is not, syllabus is much
more specific and it provides the details of the study, the hierarchical
order of presenting the content. It forms the basis for writing text books,
preparing teachers guide and planning lessons. Syllabus places more
stress on t he specific learning material to be internalized on the other
hand the scope of curriculum is much broader and deeper, for it
comprehends every aspect of pupil’s life, seeks to satisfy all his
requirement and aspire to develop every aspect of his personality.
In a broad sense the term syllabus also encompasses the material
that the teacher makes use of to teach target language in the class room.
Syllabuses are being organized on needs analysis, developmental
psychology and orientation to individualization. Language teaching is
being remodeled contemporary demands.
5. CURRICULUM
Curriculum is defined as a course of study often in particular field.
Curriculum is instructional program through which the pupils achieve
their goals. it is said to be the sum total of all the experience which the
child receives in a school. Cunningham says “curriculum is a tool in the
hands of artist (teacher) to mould his material (students)”in accordance
with ideals (objective) in his studio (school).curriculum is the crucs of
the all educational process without curriculum we cannot conceive
educational endeavor. School curriculum of a country like its
constitution reflects the ethos of that country.
The principles of curriculum
Principle of child centeredness
Principle of community centeredness
Principle of activity centeredness
Principle of integration
Principle of preparation for life
Principle of elasticity and flexibility
Principle of utility
Principle of balance
Principle of comprehensiveness
Creative principle
Maturity principle
Motivation principle
Forward looking principle.
6. SYLLABUS
A syllabus is an outline and summary of topics to be covered in
an education or training course. It is descriptive .A syllabus is often
either set out by an exam board, or prepared by the professor who
supervises or controls the course quality. It may be provided in paper
form or online.
Both syllabus and curriculum are often fused, and usually given to each
student during the first class session so that the objectives and the means
of obtaining them are clear. A syllabus usually contains specific
information about the course, such as information on how, where and
when to contact the lecturer and teaching assistants; an outline of what
will be covered in the course; a schedule of test dates and the due dates
for assignments; the grading policy for the course; specific classroom
rules.
Within many courses concluding in an exam, syllabuses are used to
ensure consistency between schools and that all teachers know what
must be taught and what is not required (extraneous). Exams can only
test knowledge based on information included in the syllabus.
TYPES OF SYLLABUS
Product oriented syllabus Process oriented syllabus
a) Grammatical/Structural syllabus a) Procedural syllabus
b) Functional/Notional syllabus b) task based syllabus
c) Negotiated syllabus
7. Product oriented syllabus
A product oriented syllabus is concerned with the ends
and objectives, which the learner has to achieve by the end of the
language programmed in other words; it is objective or product oriented.
it emphasizes the product of language learning.
There are two kinds of syllabus which are product oriented and process
oriented syllabus.
Process oriented
Process oriented syllabus was developed as the result of a sense of
failure in product oriented courses to enhance communicates language
skills. Process oriented syllabuses are not governed by the goals of ends
of instruction. They focus on the process of instruction itself that is on
the learning experience that the learner goes through process oriented
syllabus shift the concern of teaching from content into process of
learning and procedure of teaching.
8. CONCLUSION
In addition to what is prescribed in the syllabus and the curriculum
includes both curricular and extracurricular activities as well as various
aspect of educational environment. In fact includes all learning
experience that would lead the learner to the anticipated goals of
curriculum. So I conclude that both curriculum and syllabus are the
backbone of educational system.
Both syllabus and curriculum are often fused, and usually given to each
student during the first class session so that the objectives and the means
of obtaining them are clear. A syllabus usually contains specific
information about the course, such as information on how, where and
when to contact the lecturer and teaching assistants; an outline of what
will be covered in the course; a schedule of test dates and the due dates
for assignments; the grading policy for the course; specific classroom
rules; etc.
9. REFERENCES
Jamaluddeen,K.J, Effective teaching of
English.(2014).Manjeri: Quality publishers
Sivarajan.k.Dr, Ramakrishnan .T.V., Mridula.K.,
English Language Education. Calicut: Calicut
University publications.
