Studying at York
Small & Large-Scale Syllabus Design - EDU00028M
- Department: Education
- Credit value: 20 credits
- Credit level: Information currently unavailable
- Academic year of delivery: 2024-25
Module will run
| Occurrence | Teaching period |
|---|---|
| AU | Summer Semester 2023-24 to Semester 1 2024-25 |
Module aims
To equip students with the skills and knowledge to carry out TEYL curriculum and syllabus design for themselves, their schools and their field of TEYL.
Module learning outcomes
Subject content
- key principles and theoretical underpinnings of syllabus design
- orientations within syllabus design and the implications in and for practice
- the inter-relationship and inter-dependency of curriculum, syllabus, methodology, materials and assessment
- syllabus design with specific reference to the needs of young learners
- the practice of syllabus design for a specific group of young learners
- the relationship between theory and practice
Academic and graduate skills
- critical thinking and reflection
- critical reading
- independent thinking
- academic writing
- critical analysis and evaluation of evidence
managing learning
Indicative assessment
None
Special assessment rules
None
Indicative reassessment
None
Module feedback
Formal written feedback on each of the assignment criteria from two markers following anonymous marking, plus informal (formative) written feedback from the students' supervisor to aid student progression in subsequent modules
Indicative reading
Core Books:
Brewster, J., Ellis, G. and Girard, D. (2002). The Primary English Teacher's Guide (New Edition). Harlow: Pearson Education Limited.
Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press.
Ellis, R. (1985). Understanding Second Language Acquisition. Oxford: Oxford University Press.
Lightbown, P. and Spada, N. (2013). How Languages are Learned. (4th ed.). Oxford: Oxford University Press.
Richards, J. C. and Rodgers, T. (2014). Approaches and Methods in Language Teaching (3rd ed.). Cambridge: Cambridge University Press.
Stern, H. H. (1983). Fundamental Concepts of Language Teaching. Oxford: Oxford University Press.
Wells, G. (2009). The Meaning Makers: Learning to Talk and Talking to Learn (2nd edition). London: Multilingual Matters.
Williams, M. and Burden, R.L. (1997). Psychology for Language Teachers. Cambridge: Cambridge University Press.
Module Materials:
Video Recording:
Nunan, D. For Modules Five and Six
Module Books:
Nunan, D. (1988). Syllabus Design. Oxford: Oxford University Press.
White, R. V. (1988). The ELT Curriculum. Oxford: Blackwell.
Chapters and Articles:
Adaskou, K., Britten, D. and Fahsi, B. (1990). Design Decisions on the Cultural Content of a Secondary English Course for Morocco, in ELTJ 44 (1). 3 - 10.
Brewster, J. (1991) Do I have to do it from my mind? in C. Kennedy, and J. Jarvis, J. (eds). Ideas and Issues in Primary ELT. (pp. 118 - 130). Walton-on-Thames: Nelson.
Bourke , J. ( 2006) Designing a topic-based syllabus for young learners. In ELT J 60 (3) 279-286
Mohan, B. A. (1986). Language and Content. (pp. 35 - 42) Massachusetts: Addison-Wesley.
Nation, I.S.P & and Macalister, J. (2010) Language Curriculum Design. (pp. 172-182) London, New York: Routledge. Pantaleoni, L. (1991). L2 syllabusing at primary level: the Italian perspective. In C. Brumfit, J. Moon, and R. Tongue (Eds.), Teaching English to Children From Practice to Principle (pp. 302-308). London: Longman.
Prabhu, N. S. (1987). Second Language Pedagogy. (pp. 86 102) Oxford: Oxford University Press.
Raths, J. D. (1971). Teaching without Specific Objectives, in Educational Leadership. 714 - 720 April 1971
Woods, P. (1996). Can Global Issues be Taught to Young Learners? In Global Issues Newsletter Spring 1996. IATEFL, 16 - 19.