Authorised by Academic Registrar, April 1996
Objectives Upon successful completion of this subject, students should be able to produce a summary of the main features of some language syllabus designs and critically evaluate each type in the light of the nature of language and language learning which it assumes as its basis; situate each syllabus type within an historical context; appreciate the evolution of language syllabus design and the relationship of this to developments in the fields of sociolinguistics, psycholinguistics, applied linguistics, and second language acquisition research; be informed of the latest trends in language syllabus design in Australia and provide a critical analysis of these; design and trial a needs' analysis in a particular language education setting; produce an evaluation proforma to evaluate a language syllabus in a particular setting; appreciate the role and influence of a textbook in writing a language syllabus; produce a glossary of key terms related to language teaching and learning syllabus types.
Synopsis This subject discusses the role of the curriculum and syllabus in the context of the teaching of English as a second or foreign language and of teaching languages other than English. After an examination of earlier seminal writing - the Council of Europe and Wilkins' notional syllabuses - major syllabus types are examined: structural, functional, notional, task-based, procedural and competency-based models. Needs analysis is discussed as a preliminary to syllabus and curriculum design. The development of units of work for thematic teaching is considered. Also examined are national and State frameworks, the Australian Language Learning project, the VCE study design in LOTE, and the Certificate for Spoken and Written English
Assessment One or two minor assignments totalling 3000 words on a theoretical aspect: 35% + One major assignment of about 3000 words integrating theory with a practical application to an aspect of syllabus design: 60% + Glossary (500 words): 5%