CI 584 Syllabus Design for TESOL

Course name: Syllabus Design for TESOL (CI 584)
Course instructor: Prof. Yousif A. Alshumaimeri
Course time: Sunday from 7-10 PM

Course outline:

This course aims at introducing the students to the following: ‘syllabus’ definitions and the role of syllabus in teaching and learning; principles of syllabus design and organization, learner needs; types of syllabus; factors which affect syllabus design, implementation and evaluation; teacher role in syllabus design and implementation.

Course Aims:

1. Help students understand the principles of syllabus design, implementation and evaluation.
2. Develop students' ability to analyse, evaluate and modify syllabuses.
3. To raise awareness about the issues and factors which need to be considered when designing, implementing or evaluating a syllabus.

Learning Outcomes:

After course completion student will be able to:
1. assess the role of the syllabus in the teaching/learning process and of their role in syllabus implementation;
2. describe and interrelate the issues and factors to be considered in the design and implementation of syllabuses/courses;
3. discuss current theoretical orientations to language syllabus;
4. To apply the critical understanding gained from the course to the analysis of one's own and other currently available syllabuses

Course distribution

Week Activity
one An introduction to the course; 
two Defining the term 'syllabus'; functions of syllabus; 
three Language Curriculum: values and options
four Syllabus Organisation
five Types of Syllabuses
Six Product-based Syllabuses
Seven Notinal-Functional Syllabus
Eight Article critique presentations
Nine Process-Based Syllabuses
ten Task-based Syllabus, Tasks as a unit of analysis for syllabus design
Eleven Needs Analysis
Twelve Needs Analysis
Thirteen Factors affecting syllabus design and implementation
Fourteen Final Assignment Presentation

Main reference:

White, R. (1988). The ELT Curriculum. Blackwell.
List of additional Readings:
Breen, M.P. (1987a). Contemporary Paradigms in Syllabus Design: Part 1. Language Teaching, Vol. 20/2: 81-92.
Breen, M.P. (1987b). Contemporary Paradigms in Syllabus Design: Part 2. Language Teaching, Vol. 20/3: 157-174.
Coleman, H. (1988). Language needs analysis in large organisations. English for Specific Purposes, Vol. 7/3: 155-169
Cunningsworth, A. (1983). Needs Analysis: a review of the state of the art. System, Vol. 11/2: 149-154
Dubin, F. and Olshtain, E.  (1986). Course Design. Cambridge University Press
Nunan, D. (1988). Syllabus Design. Oxford University Press
Seedhouse, P. (1995). Needs analysis and the general English classroom. ELT Journal, Vol. 49/1: 59-65
Willis, D. and Willis, J. (2007). Doing Task-based Teaching. Oxford University Press
Robinson, P. (1998) State of the art: SLA theory and second language syllabus design.
The Language Teacher, 22: 7-14.
*Other references will be provided for each individual session