Tuesday, July 19, 10:00 am -1:00 pm

1. Tuesday, July 19, 10:00 am -1:00 pm Agenda • Discussion of “CLT Today” pp. 1-5, 23-27, and 45-46 • Articulating an approach • An “eclectic, enlightened approach” • Incorporating an approach into curriculum and syllabus design

2. Discussion: “Communicative language teaching today” by Jack C. Richards

3. Articulating an approach to language and learning: Approach Method Technique

4. Approach: Theoretical positions and beliefs about the nature of language, language learning, and how they can be applied in pedagogical settings.

5. Method: • A general set of classroom specifications and linguistic objectives. • Primarily concerned with: - teacher and student roles/behaviors - learning objectives - sequencing - materials

6. Technique: Exercises, activities, and tasks used to achieve lesson objectives (AKA: Classroom practices, tasks)

7. Activity: Choices about teaching Directions: • Complete the survey • Discuss your answers with a small group

8. Activity: Choices about teaching Continued: • For each question, try to think of situations in which your honest answer begins with” • “It depends…” or “Both…”

9. An “Enlightened approach” • Draws on different methodologies for different contexts • Includes basic principles of teaching and learning • Informed by current SLA theory • Not static

10. An “Enlightened approach” The interaction between your approach and your classroom experience is what makes you a dynamic teacher. It continues throughout your career.

11. The key: Your personal approach should inform everything you do as a teacher.

12. “Whatever you do, always have a reason for doing it.”

13. -- BREAK – 10 minutes

14. Incorporating an approach into curriculum and syllabus design: Curriculum v. Syllabus

15. Curriculum : • Contains broad descriptions of general goals • Indicates: • educational-cultural philosophy • theoretical orientation to language • theoretical orientation to language learning • Reflects national and political trends [from: Dubin, F. & Olshtain, E. (1982) Course design: Developing programs and materials for language learning. Cambridge: Cambridge. p. 34-35.]

16. Syllabus : The application of a curriculum to a particular course, level, or set of related courses. Includes: • Detailed operational statement • Translates curriculum into a series of planned steps • Leads to more narrowly defined objectives at each level [from: Dubin, F. & Olshtain, E. (1982) Course design: Developing programs and materials for language learning. Cambridge: Cambridge. p. 34-35.]

17. Activity: Examining a curriculum Small groups: • Examine Statement of Purpose” and “Methodology” in the ALI Curricular Overview • Identify: • - broad goals • - overall educational-cultural philosophy • - theoretical orientation to language and learning • Report to class group

18. Key question: “How can I adapt my own approach to a given curriculum?”

19. Activity: Adapting a curriculum The situation: Your group is the curriculum committee for the SINAV language program. You have been asked to examine curricula from other programs for ideas. What (if anything!) would you recommend adapting from the ALI curricular overview?

20. Activity: Adapting a curriculum • Look at the ALI Statement of Purpose and Approach: Methodology and identify any of the following you might include in the SINAV curriculum: • Broad Goals • Overall educational-cultural philosophy • Theoretical orientation to language and learning

21. Activity: Adapting a curriculum • Directions: • Choose a group secretary to write up your recommendation to the SINAV administration as a Word document. Explain why you have made your recommendations. • List all group members' names at the end of your assignment. • Upload your assignment to the "DISCUSSIONS" section of this site -- Follow directions on the "Posting Assignments" page.

22. Curriculum assignment: Posting to the course site

23. Curriculum assignment: Posting to the course site

24. Subject: “Curriculum Assignment”

25. Message: Copy and paste your assignment here, then click “Post”

26. Lunch

27. Tuesday, July 19, 1:00 -4:00 pm Agenda • Characteristics of a syllabus • Types of language syllabuses • Translating a program syllabus into an individual course syllabus • Activity: Working with a syllabus template • Reflection

28. Characteristics of a syllabus • A comprehensive list of: - content items (words, structures, topics) - process items (tasks, methods) • Has explicit objectives • Is a public document • May indicate a time schedule • May indicate a preferred methodology or approach • May recommend materials [from Ur, P. (1991). A course in language teaching: Practice and theory. Cambridge: Cambridge. p. 177]

29. Activity: Examining a syllabus Small groups: • Examine one level description in the ALI Curricular Overview • Compare with characteristics on Ur’s list • Q: What do you find? What is missing? • Report to class group

30. Most common types of language syllabuses • Grammatical • Lexical • Notional • Functional • Situational • Mixed, or ‘multi-strand’

31. Grammatical syllabus • a list of grammatical structures • usually graded according to difficulty or importance [from Ur, P. (1991). A course in language teaching: Practice and theory. Cambridge: Cambridge. p. 178]

32. Lexical syllabus • a list of lexical (vocabulary) items • includes collocations, idioms • usually divided into graded sections [from Ur, P. (1991). A course in language teaching: Practice and theory. Cambridge: Cambridge. p. 178]

33. Notional syllabus General notions: ‘number’ “time” “place” Specific notions: “man” “woman” “afternoon” [from Ur, P. (1991). A course in language teaching: Practice and theory. Cambridge: Cambridge. p. 178]

34. Functional syllabus • organized around language functions: “identifying” “promising” “greeting” • usually combined with notions for a “Functional-notional syllabus” [from Ur, P. (1991). A course in language teaching: Practice and theory. Cambridge: Cambridge. p. 178]

35. Situational syllabus • organized around real-life situations: “eating a meal” “in the street” “buying a car” • usually include clear set of vocabulary items [from Ur, P. (1991). A course in language teaching: Practice and theory. Cambridge: Cambridge. p. 178]

36. Activity: Sample syllabuses Small groups: • Examine the sample syllabuses distributed in class • What types of syllabuses are they? • Discuss

37. Activity: Working with a syllabus template • Download the ALI Syllabus template from the “Syllabus Assignment” page on our course website • Examine the ALI syllabus template • Using this template, create either: • A syllabus for a course you have taught or will be teaching • A course for an ALI level • Upload to the “Syllabus Assignment” page on the course website

38. ALI Syllabus template

39. Syllabus assignment: Post to the course site

40. Suggestions for reflection #2: How would you describe your personal approach to language learning and language teaching at this point in your career? How did you arrive at this position? Or: How do you feel about working with a prescribed curriculum or syllabus? Why?

41. Homework • Read “Language Learning Styles and Strategies: An Overview” By Rebecca L. Oxford and prepare comments/questions • Write a comment about at least three of your group members’ reflections.