The document outlines the fundamentals of language course design, emphasizing its significance for teachers in developing language knowledge and skills. It distinguishes between syllabus and curriculum, elaborating on their definitions, roles, and the planning process involved in educational settings. Furthermore, it provides a systematic approach to course design and highlights reflection points for educators to consider in their teaching context.

1. Language Course Design:
Introduction and definitions

2. Getting started
What is the typical situation for a teacher regarding a
language course?
How could the study of course design help you in your
professional career?
Have you ever had to design a language course in your
context?
In short, what do you expect of this course?

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

4. Course design defined
Steps/phases/
Systematic stages
Process
Goal- Developmental
oriented

5. Course design defined
Goal(s) Learners
Instructional Instructional Procedures
materials
System
Activities Teacher(s)
Assessment

6. Course design defined
Pronunciation Grammar Vocabulary
General
interest
L2 Knowledge/ Special
purpose
skills
Speaking Writing Reading Listening

7. Some important terms
• Syllabus
• Curriculum

8. Syllabus vs. 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

9. Syllabus vs. Curriculum
CURRICULUM refers to the collectivity of
course offerings at an educational institution…
Yalden, 1987, p. 72

10. Syllabus vs. Curriculum
CURRICULUM is 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

11. Syllabus vs. Curriculum
CURRICULUM planning involves such things
as the setting of goals, , the selection of
materials and teaching approaches, the design
of the testing program, and the appropriate use
of program-evaluation procedures…
Omaggio, 1986, p. 408

12. Syllabus vs. Curriculum
CURRICULUM involves “progress
systematically from needs assessment, to goals
and objectives, to specification of the
instructional content of the program”
Richards, 1990, p. 8

13. Syllabus vs. Curriculum
Syllabus provides direction and guidance in
the scope, sequence and pacing of classroom
activities.
Omaggio, 1986, p. 410

14. Syllabus vs. Curriculum
Syllabus design is concerned with the choice
and sequencing of instructional content.
Richards, 1990, p. 8

15. Syllabus vs. Curriculum
Syllabi are more localized and are based on
accounts and records of what actually happens
at the classroom level as teachers and learners
apply a given curriculum to their own situation.
Nunan, 1988, p. 3

16. Syllabus vs. Curriculum
Syllabus means the specification of content
for a single course or subject.
Yalden, 1987, p. 72

17. Syllabus vs. Curriculum
Syllabus refers to that subpart of the
curriculum which is concerned with a
specification of what units will be taught.
Allen, 1984, p. 6

18. Course design: The process
Step1
Step 7 Step 2
Step 6 Step 3
Step 5 Step 4

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

20. Reflection
Think about your teaching context…
Is there a programme document stating purpose,
objectives, contents, scope and sequence, teaching
materials, methodology and assessment?
What kind of instructional materials are used:
commercial textbook or in-house materials?
What was your level of participation in the decision
about objectives, content and sequence?
Is there an explicit statement of the view of language
and language learning underlying the programme?

21. References
Allen, J.P. (1984). General purpose language teaching: a
variable focus approach. In Brumfit, C.J. (Ed.) General
purpose syllabus design. Oxford: Pergamon.
Nunan, D. (1988). Syllabus design. Oxford: Oxford
University Press.
Richards, J.C. (1990). The language teaching matrix.
Cambridge: Cambridge University Press.
Yalden, J. (1987). Principles of course design for
language teaching. Cambridge: Cambridge University
Press.

22. References
Allen, J.P. (1984). General purpose language teaching: a variable focus
approach. In Brumfit, C.J. (Ed.) General purpose syllabus design. Oxford:
Pergamon.
Nunan, D. (1988). Syllabus design. Oxford: Oxford University Press.
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.
Yalden, J. (1987). Principles of course design for language teaching.
Cambridge: Cambridge University Press.