FLLT/LING 422-622 Section  010 Language Syllabus Design  and Materials   Development    Dr. Ali Alalou  Office: 117 Jastak-Burgess Hall   Office Hours: Mon: 10:00 to 11:30 & Tues.: 1 to 2. &  by  appointment.  Fall 2006. Course meets 6-9pm. on  Wed. Room: Gore Hall 222.

Welcome to the foreign/second language profession!  This course is designed for soon-to-be-teachers of foreign and second languages. It gives a survey of syllabus design for such courses and an introduction to materials development. Although the emphasis of the course is practical, the theoretical background of both syllabus design and materials development will also be explored. This course is based on the .

The participants are expected to read all assignments before each meeting. Be prepared to give a critical assessment of the readings, and to participate actively in the discussions and the practical projects.  All projects that are assigned and done outside of class can be submitted electronically via e-mail and must include all appropriate (typed) accents in the foreign language.

Candidates should have an e-mail account in order to submit assignments and receive messages from the instructor. Candidates are also encouraged to meet with the instructor during office hours to talk about individual concerns. As committed professionals, Candidates are expected to attend all classes. Each absence after the first two will result in the lowering of the Candidates's participation grade by ten points. Since the course is labor intensive, numerous assignments will be required on a regular basis. Late work will not be accepted (except in extreme circumstances).
 

Required Texts:

• Nunan, D. (1988). Syllabus Design. Oxford: Oxford University Press.
• Nunan, D. (1999). Second Language Teaching and Learning. Boston: Heinle and Heinle Publishers.
• Shrum, J. and Glisan, E. (2005). Teacher’s Handbook. Third Edition. Boston: Heinle and Heinle Publishers.

Recommended Text:
 

• Lee, J. (2000).  Tasks and Communicating in Language Classrooms.  New York:  McGraw-Hill.

The course grade  will be based on the following criteria:
 
 

Preparation and participation	10%
Syllabus review & Textbook evaluation*	15%
Materials design project: Unit planning/Lessons*	25%
Midterm examination	10%
Final examination	15%
PRACTICUM	25%

* These projects can be done individually or in pairs.

- Syllabus Portfolio:  Over the course of the semester, Candidates will assemble a portfolio which will contain:
 

1. Syllabus Review:   From the web site of the UD Department of Foreign Languages and Literatures or from the web site of the college, university or high school of your choice, download the syllabus for JAP 101, CHIN 101, FREN 101, SPAN 101, GRMN 101, or ITAL 101.  Make a summary chart of the components of that syllabus; classify it according to the parameters studied in class, comment on the rationale behind its elaboration, and present a critical analysis of its design.  Bring a draft of your project to class on September 20 for peer feedback.  Incorporate your classmates' comments into the final draft of your project, and submit it to your instructor on September 27.
2. Textbook Review: With the help of the instructor, select a beginning or intermediate level textbook in your language. Make your textbook selection by September 20 at the latest.  Analyze the components and organization of that textbook, and comment on its pedagogical underpinnings. Conclude by explaining whether or not you would recommend its adoption and why.  Bring a draft of your project to class on October 4 for peer feedback.  Incorporate your classmates' comments into the final draft of your textbook review and submit it to your instructor by October 18.
3. Materials Design Project:  As part of the syllabus portfolio, candidates will adapt and create materials for a specific unit in the language of their choice. The Unit (for approximately one week of instruction for middle school or high school students) will be composed of several lessons some of which will be presented in the practicum. These lessons must have as their backbone the “5 Cs” and the designed objectives and activities will implement national and state standards in a creative manner. The activities that students will engage in will require higher order thinking and will skillfully incorporate the use of technology and will be connected to other disciplines. Using the provided handout, candidates first select the unit they wish to work on with the help of the instructor (do this by September 27). Candidates may work individually or in pairs. Candidates will bring drafts of their projects to class on the dates specified on this syllabus. They will incorporate their classmates’ comments into the final draft of the project and submit to the instructor with the rest of the portfolio components no later than December 8.

This is an opportunity to create and apply what candidates have learned and are learning in class which may be useful in their future career! The textbooks are good resources to look for ideas. Whenever applicable to their syllabus, candidates will refer to the National Standards, especially in their lesson plans.
 

Course objectives: Upon completing this course, students will be able to:
 

• explain the components of a syllabus;
• understand and label the types of foreign language syllabuses;
• recognize and explain the theoretical underpinnings of several types of syllabuses;
• analyze and critique a syllabus of their choice;
• evaluate a textbook based on the syllabus it uses;
• develop activities and tasks that reflect communicative language teaching based syllabus;
• reflect on the tasks they develop and how to use them in the classroom.

IMPORTANT NOTE:  It is recommended that all projects include some technology-based materials.
 
 

 

DATE	Topic	Readings &  Assignments
Aug.   30	Introduction to the course.  Syllabus Components.	-Nunan (1988), p. 3-25
Sept.  6	The empirical basis of Second Language Acquisition.  Contextulized input, output and interaction in language learning First lesson: Vocabulary; a model & discussion.	-Nunan (1999), p. 38-65.  -Shrum & Glisan, p.11-30
13	The National Standards for Foreign Language Learning  Organizing content  Your vocabulary lesson plan.	-Shrum & Glisan, p. 40-56  -Shrum & Glisan, p. 66-86
20	Product-oriented syllabi   Process-oriented syllabi	-Nunan (1988), p. 27-39  -Nunan (1988), p.40-60  -Syllabus Review Project (1st    draft)
27	Reflecting on existing syllabi  Examining language learning materials: Focus on language	-Syllabus Review Project    (Final draft) -Nunan (1999) p. 95-143
Oct. 4	Examining language learning materials: Focus on the learner  Examining language learning materials: Focus on the learning process  Second lesson: inductive grammar.	-Nunan (1999), p. 148-166  -Nunan (1999), p. 171-193  -Textbook Review Project (1st draft)
11	Mid-Term Examination
18	Designing materials: General principles  Listening  Your inductive grammar lesson plan.	-Nunan (1999), p.69-89  -(Lee, p. 30-42)  -Nunan (1999)-, p. 199-222  -(Shrum & Glisan, p. 154-179)  -Textbook Review Project   Final draft due
25	Review of listening tasks  Reading	-Listening tasks (bring draft for peer  review)  -Nunan (1999), p. 249-268  -(Shrum & Glisan, p. 154-179)
Nov. 1	Review of reading tasks  Speaking  Strategic interaction (scenarios)	-Reading tasks (bring draft for peer review)  -Nunan (1999), p. 225-246  - (Shrum & Glisan, p. 214-256)  -(Lee, p.44-62)
8	Review of speaking tasks  Writing	-Speaking tasks (bring draft   for peer  review)  -Nunan (1999), p. 271-299 -(Shrum & Glisan, p.  265-300) -(Lee, p.98-111)
15	Review of writing tasks  Addressing student diversity in the language classroom	-Writing tasks (bring draft for    peer review)  -Shrum & Glisan, p. 314-344
29	Technology  Designing CAI tasks (CD ROMs, WWW)	- Shrum & Glisan, p. 407-430
Dec. 6	Review  Last day of class	Materials project due
10-15	Final Examination    Date to be announced