1. Jack C. Richards and Theodore S. Rodgers (2001)
1.1. Major trends in 20th century
1.1.1. The oral approach
1.1.1.1. vocabulary control, materials are taught orally before presenting in a written way
1.1.2. Situational Language teaching
1.1.2.1. to teach practical command of the four basic skills of language, skills are approached through structure.
1.1.2.1.1. Structural syllabus and word list
1.1.3. Audiolingual Method
1.1.3.1. speech is language, behavioral psychology (stimulus, response behaviour, reinforecement).
1.1.3.1.1. Linguistic syllabus, which contains the key items of phonology, morphology, and syntax
1.2. Alternativa Approaches and Methods
1.2.1. Total Physical response
1.2.1.1. teaching language through motor activity
1.2.1.1.1. sentence-based syllabus,with grammatical and lexical criteria being primart in selecting teaching items
1.2.2. The Silent way
1.2.2.1. problem-solving approach to learning
1.2.2.1.1. structural syllabus, with lesson planned around grammatical items and related vocabulary
1.2.3. Community Language Learning
1.2.3.1. holistic one, human learning is both cognitive and affective
1.2.3.1.1. topic-based sylllabus
1.2.4. Suggestopedia
1.2.4.1. centrality of music and rythm, deliver advanced proficiency quickly
1.2.4.1.1. pattern of works with each unit
1.2.5. Whole Language
1.2.5.1. language use is a always in a social context, interactional perspective, learner's choice is vital
1.2.5.1.1. use of authentic literature,cooperative learning
1.2.6. Multiple Intelligences
1.2.6.1. characterizes human intelligence as having multiple dimensions that must be acknowledged in education
1.2.6.1.1. no syllabus, however, there are basic sequences that have been proposed
1.2.7. Neurolinguistic Programming
1.2.7.1. collection of techniques, patterns,strategies for assisting effective communication. Mind and body are interconnected
1.2.7.1.1. Key principles:outcomes, rapport, sensory acuity, flexibility
1.2.8. The lexical Approach
1.2.8.1. language learning refers to words and word combinations
1.2.8.1.1. Lexical syllabus
1.2.9. Competency-based Language Teaching
1.2.9.1. functional and interactional perspective on the nature of language, language teaching in relation to social context
1.2.9.1.1. Syllabus is developed around the subject
1.3. Current Communicative Approaches
1.3.1. Communicative Language Teaching
1.3.1.1. developing communicative competence,task principle
1.3.1.1.1. Structural, functional , task based, interactional syllabus
1.3.2. Cooperative Language Learning
1.3.2.1. maximize use of cooperative activities involving pairs, small gropus
1.3.2.1.1. Does not assume particular form of language syllabus
1.3.3. Content-based instruction
1.3.3.1. teaching is organized around the content, that students will acquire
1.3.3.1.1. Macro and micro structure of syllabus,syllabus is derived from the content area
1.3.4. The Natural Approach
1.3.4.1. example of communicative approach,unconscious process that involves understanding language through meaningful communication
1.3.4.1.1. Syllabus design would derive to some extent threshold level specifications
1.3.5. Task-based Language Teaching
1.3.5.1. use of tasks as the core unit of planning and instruction in language teaching, TBLT is motivated by theory of learning rather that language theory
1.3.5.1.1. conventional language syllabus, tasks are specified
2. General English Syllabus Design. Editor. C. J. BRUMFIT, 1984
2.1. Current View on syllabus
2.1.1. Candlin and Breen
2.1.1.1. "Lancaster school"againts the notion of fixed syllabus, syllabus should be negotiable, learners "draw their own route maps".
2.1.2. Widdowson
2.1.2.1. "London school" againts "lancester" view. Made a conceptual distinction between syllabus and methodology. Syllabus should be structural, methodoly can be communicative.
2.1.3. Brumfit
2.1.3.1. Curriculum is a public statement. Syllabus must be based on concepts of language, languge learning,and language use.
2.1.4. Yalden
2.1.4.1. Syllabus is primaraly a teacher's statement about objectives and content.
2.1.5. Allen
2.1.5.1. "Toronto School".He described threefold approach: structural, functional, experiential. He believe that these three components can take place in syllabus.
2.1.6. Brumfit analyses and personal viewpoint
2.1.6.1. Language curricula tend to be narrow and lacking in substance. Curricula have 4 components: 1) language proficiency component, 2) provision for an experiential component, 3) distinctly identified cultural component, 4) encouragement to the learner to reflect
3. Curriculum Approaches in Language Teaching: Forward, Central and Backward Design (Jack C. Richards (2013)
4. Forward Design Process
4.1. Input,process and output are related in a linear fashion. One's understanding of subject matter as the basis for syllabus planning.
4.1.1. The Audiolingual method, The audiovisual method and structural situational method, Communicative language teaching and CLIL.
4.1.1.1. model of language is broken down into smaller units, then sequenced from simple to complex
4.1.1.2. Implementation: content, syllabus,methodology,outcomes,assessment
5. Backward Design
5.1. begins with careful statement of the desired results, "end-means" approach
5.1.1. 1.diagnosis of needs 2.formulation of objectives 3.selection of content 4.organization of content 5.selection of langauge learning experience 6.organization of learning experience 7.determination of what to evaluate and of the ways of doing it ( Taba, 1962)
5.1.2. Task based Language Teaching, Competency-based Approach
5.1.3. Implementation: 1) outcomes, 2) syllabus ,3) materials and tests, 4) teaching, 5) assessment
6. Central Design
6.1. Starts from the selection of teaching activities, techniques and methods
6.1.1. Gategno's Silent Way, Natural Approach, Humanistic approach, Task-based language teaching
6.1.1.1. Implementation: learning is not predetermined, but it is engaging through particular activities and processes.
6.1.2. Clark's (1987) decription
6.1.2.1. it is learner-centred
6.1.2.2. concerned with learning process that predermined objectives
6.1.2.3. more emphasis on methodological principles