The document discusses the advantages and disadvantages of different types of syllabi for an English language program. Currently, the program uses a grammar-based structural syllabus that focuses on translation skills but not communication. An alternative is proposed: a skill-based syllabus that develops students' reading, writing, listening and speaking abilities to allow them to interact and communicate in English. When designing a new syllabus, the institution must consider teacher needs, student needs, societal/company demands, effectiveness, alignment with institutional goals, and allowing student freedom to learn.
The document discusses the advantages and disadvantages of different types of syllabi for an English language program. Currently, the program uses a grammar-based structural syllabus that focuses on translation skills but not communication. An alternative is proposed: a skill-based syllabus that develops students' reading, writing, listening and speaking abilities to allow them to interact and communicate in English. When designing a new syllabus, the institution must consider teacher needs, student needs, societal/company demands, effectiveness, alignment with institutional goals, and allowing student freedom to learn.
The document discusses the advantages and disadvantages of different types of syllabi for an English language program. Currently, the program uses a grammar-based structural syllabus that focuses on translation skills but not communication. An alternative is proposed: a skill-based syllabus that develops students' reading, writing, listening and speaking abilities to allow them to interact and communicate in English. When designing a new syllabus, the institution must consider teacher needs, student needs, societal/company demands, effectiveness, alignment with institutional goals, and allowing student freedom to learn.
The document discusses the advantages and disadvantages of different types of syllabi for an English language program. Currently, the program uses a grammar-based structural syllabus that focuses on translation skills but not communication. An alternative is proposed: a skill-based syllabus that develops students' reading, writing, listening and speaking abilities to allow them to interact and communicate in English. When designing a new syllabus, the institution must consider teacher needs, student needs, societal/company demands, effectiveness, alignment with institutional goals, and allowing student freedom to learn.
1. What are the advantages and disadvantages of the syllabus?
2. In designing your own syllabus, what kind of elements should you
take into consideration?
In my workplace, the English Area is based on a structural syllabus, where it is
oriented in grammar. The main goal is the students translate Companies` manuals from English to Spanish.
The advantage of this syllabus is the students put into practice their translation` abilities, for example: The company needs who translates a Manual to repair an important machine, in this situation our students are able of making it.
However, the disadvantage is the students only acquire two skills: Reading and writing, so, they can’t participate in communicative situations where they have to use the listening and speaking skills. For example: the students will able to translate into Spanish a manual, but they won’t able to explain the manual’s instructions to a foreign people.
In contrast, the institution wants to implement a new syllabus for the English area. It would be: A skill – based syllabus. The purpose is the students can be competent in a language throughout 4 skills: Reading, Writing, Listening and Speaking. Furthermore they could interact in a conversation, to pronounce in a better way, to interpret manuals and writing instructions easily.
To be achieved it; the institution must take into consideration the following:
It’s appropriated for teacher’s demanding – it doesn’t affect the teach
ability It’s appropriated for student’s demanding – it doesn’t affect the learning ability It must satisfy the society and the companies needs It must be effective to solve academic and professional problems It must be related to the institution’s corporate statements A syllabus assures students that certain activities, a grading system with evaluation standards, will occur during the semester. A syllabus serves as a framework for mutual (teachers and students) setting of goals and expectations, not as a lock into a rigid schedule. Establishes course requirements, general policies (attendance, class participation, late assignments, and missed work) and guidelines for student performance (grading policies). It describes the course content, perspective, goals, and learning outcomes. It doesn’t restrict students` freedom to learn.
In conclusion, there are many essential points when considering a syllabus to
be designed and implemented.
The possibility and practicality aspects of a particular syllabus to be developed
and implemented are of great significance while processing the issue. In other words, in making practical decisions about syllabus design, one must take into account all the potential factors that may affect the teach ability of a specific syllabus. By beginning with an assessment and investigation over each syllabus type, keeping track of the choice and integration of the different types according to local needs, one may find a principled and practical solution to the problem of suitability and efficiency in syllabus design and implementation. The investigation on how to design and implement a syllabus opens a new horizon for future research.
As Hutchinson and Waters (1987:51) state “it is wise to take an eclectic
approach, taking what is useful from each theory and trusting also in the evidence of your own experience as a teacher”.
