Syllabus and materials design in English language teaching (MGL3038)

Content

The course is divided into two segments. In the first one, students become familiar with different types of curricula and their purpose. They explore how the national curriculum core competencies and competence aims dictate different types of syllabus planning (e.g., half-yearly and monthly plans). Students will explore both different elements in curricula and factors that influence syllabus creation, analyzing the national curriculum and core competencies thus directly aligning their work with educational requirements.

The second, larger segment of the course will build on the first one with students exploring, evaluating, and adapting different material. The theory and research in material development will be used to analyze authentic material (different real-world content in both print and digital formats), differentiation opportunities and skill integration, among other elements. Building on their knowledge from previous English language courses (Multiple Intelligences theory, affective learner characteristics, language learning theories, etc.), synthesizing their prior learning and research-based practices, students will practice material design that results in age- and proficiency-appropriate, meaningful activities and tasks which support pupil engagement and learning. In this sense the course goes beyond theory, offering hands-on experience in material evaluation, adaptation, and design.

Learning outcome

Knowledge - by the end of the course, the students will have gained knowledge of

• • theories and research about material development;
  • different types of syllabus development;
  • strategies employed in material development and adaptation;
  • appropriate criteria and procedures for evaluating material;
  • the ways in which the learner age affects the choice and application of the material;
  • the role of different types of material in English language teaching;
  • appropriate methods and materials which support language learning.

Skills - by the end of the course, the students will be able to:

• • assess and analyze critically different types of syllabi;
  • develop independently semester and yearly plans taking into consideration the language needs of the learners;
  • develop a syllabus according to the national curriculum aims;
  • conduct independent classroom research on material development;
  • design activities that follow the curriculum demands, including digital resources;
  • adapt authentic material to suit pupils’ needs;
  • match material and assessment;
  • incorporate differentiation into material;
  • use the material so that it works on integrated skills.

General competence - by the end of the course the students will be able to

• • read, discuss, and analyze syllabus and material development research;
  • make decisions based on research and good practice;
  • reflect on the significance of different syllabus and teaching material types;
  • explain, discuss, and analyze benefits and drawbacks of different teaching material, including digital resources;
  • reflect on, discuss, and evaluate peer-created activities sharing constructive feedback;
  • communicate confidently and professionally using academic English both orally and in writing;
  • apply their knowledge of theory and research in teaching material and syllabus development in the field to English language teaching and in their own teaching practice and research.

Required prerequisite knowledge

One of the following alternatives:
MGL1032 English Linguistics for Teachers for grades 1.-7., MGL1033 English 1 - Teaching Methodology for Young Learners (1-7), MGL1036 English 2. English teaching methodology: Language, literature and culture (1-10), MGL3037 Participatory research and second language pragmatics: A focus on young learners
MGL2032 English 1: English Linguistics for Teachers for grades 5.-10., MGL2033 English 1; English Teaching Methodology for Young Learners (5.-10.), MGL2036 English 2. English teaching methodology: Language, literature and culture (5-10), MGL4037 Participatory research and second language pragmatics: A focus on young learners
MGL2032 English 1: English Linguistics for Teachers for grades 5.-10., MGL2033 English 1; English Teaching Methodology for Young Learners (5.-10.), MGL2034 English 2; English Teaching Methodology 2 (5.-10.), MGL2035 English 2: English language, literature and culture (5-10), MGL4037 Participatory research and second language pragmatics: A focus on young learners
MGL1032 English Linguistics for Teachers for grades 1.-7., MGL1036 English 2. English teaching methodology: Language, literature and culture (1-10), MGL2033 English 1; English Teaching Methodology for Young Learners (5.-10.), MGL3037 Participatory research and second language pragmatics: A focus on young learners

Students should have passed the following courses: MGL1032 English Linguistics for Teachers for grades 1-7 and 5-10, MGL1033 English 1 - Teaching Methodology for Young Learners (1-7 and 5-10), MGL1036, English 2: English Teaching Methodology: Language, Literature and Culture (1-7 and 5-10), or an IKS equivalent or similar courses from another tertiary institution.

Recommended prerequisites

Students taking the course should have reached the CEFR C1 level in English in all four language skills.

Exam

Coursework requirements

3 individual hand-in assignments, 1 pair hand-in assignment, Minimum of 70% attendance

The obligatory assignments are designed so as to build one onto another and lead the students towards their final project.

• 2 individual hand-in assignments: analysis of material for its usefulness, practicality, applicability (complete / incomplete, 500 words +/-10% each, submitted in Canvas)
• 1 pair hand-in assignment: mid-term mini project (complete / incomplete, 1000 words +/-10%, submitted in Canvas);
• Being a student can be challenging, both academically and socially. Specifically for the MA courses in English, they can be perceived as challenging as the reading and writing are predominantly done in a foreign language. In addition, English is a communicative and dynamic subject that is best learned in an environment which encourages socio-constructive learning. Together with the course instructors, students will discuss and critically evaluate all subject areas in class. Many practical activities that students might use in their own classrooms will also be demonstrated and discussed, thereby bridging theory and practice. These discussions are not only important for understanding and learning the subject matter and for supporting self study, but also for the development of the students' own language abilities. Socially, attending lectures provides students with a community to connect with peers and build supportive relationships, and facilitates the development of essential communication skills that they will need as teachers of a foreign language. In order to provide both academic and social support, students are expected to attend all the lectures. If, however, they are unable to attend some, the minimum attendance is set at 70%. In-service teachers, given their working context and possibility to put theory into practice, may apply for an exemption from this requirement. However, due to the reasons previously listed, MGL students need to meet the requirement.

Course teacher(s)

Course coordinator:

Nina Lazarevic

Study Program Director:

Ingeborg Knævelsrud

Study Adviser:

Karen Elizabeth Gilje Woie

Method of work

The course is based on a combination of lectures, seminars, individual, pair and group work, for which active participation is expected. Some of the course content is not age-specific and many topics are discussed with both groups at the same time. Students will also work on material that is age-specific and will be in seminar groups for those activities.

Depending on the make-up of the group, the course may be offered in a samlingsbasert manner (3-full day-sessions once a month, over the period of a semester).

Open for

Exchange Students at Faculty of Arts and Education

Course assessment

There must be an early dialogue between the course supervisor, the student union representative and the students. The purpose is feedback from the students for changes and adjustments in the course for the current semester.In addition, a digital course evaluation must be carried out at least every three years. Its purpose is to gather the students experiences with the course.

Literature