Syllabus and material design in English language teaching (MGL4038)

Content

The course is roughly 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.

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 (including digital formats), differentiation opportunities and skill integration, among other elements. Building on their knowledge form previous English language courses (MI theories, affective learner characteristics, language learning theories, etc.), students will practice material design that results in age- and proficiency-appropriate, meaningful activities and tasks which support pupil engagement and learning.

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 critically different types of syllabus;
  • develop independently semester and yearly plans taking into consideration the language needs of the learners;
  • develop a syllabus according to the national curriculum aims;
  • do 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 and discuss 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

Students should have passed the following courses: MGL1032, MGL1033, MGL1034, MGL1035/ MGL2032, MGL2033, MGL2034, MGL2035, an IKS equivalent or similar courses from another tertiary institution.

Students should have taken MGL3037, an IKS equivalent or a similar course from another tertiary institution.

Exam

Coursework requirements

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

• 3 individual hand-in assignments: in relation to planning, evaluation and modification of material (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);
• a minimum of 70% attendance.

Course teacher(s)

Course coordinator:

Study Adviser:

Study Adviser:

Open for

Course assessment

Literature