course meets on M. 5-8 pm.  Language  Syllabus  Design  and Materials   Development     Instructor: Prof. Ali Alalou   Office: 412 Smith Hall    Office Hours: M 10-12 & F: 11-12                           &  by  appointment   Phone #: 831-2584   alalou@udel.edu

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.

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 the WebCT and must include all appropriate (typed) accents in the foreign language.

Students should have a WebCT account in order to submit assignments and receive messages from the instructor.  Students are also encouraged to meet with the instructor during office hours to talk about individual concerns. As committed professionals, students are expected to attend all classes.  Each absence after the first two will result in the lowering of the student’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. (2000). Teacher’s Handbook. Second 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*	20%
Textbook evaluation*	20%
Materials design project*	30%
Midterm examination	20%

* These projects can be done individually or in pairs.
 

- 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 March 1st  for peer feedback.  Incorporate your classmates' comments into the final draft of your project, and submit it to your instructor on March 8.

- Textbook Evaluation: With the help of the instructor, select a beginning or intermediate level textbook in your language.  Make your textbook selection by February  27 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 March 29  for peer feedback.  Incorporate your classmates' comments into the final draft of your textbook review and submit it to your instructor by April 2nd.

- Syllabus Portfolio: Over the course of the semester, students will assemble a portfolio in which they will develop a sample syllabus with one units for  middle school or high school.
The portfolio will contain:

• a color brochure: introducing the syllabus to the target group (what, where, when, why, …), the curriculum: program goals, teaching practices and unit descriptions (for one week),
• designed materials (see Materials Design Project below)
• 1 technology-related activity which will address a cultural topic related to the chosen unit using WWW, CD-ROM(s), or Video(s).

This is an opportunity to create and apply what students 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, students will refer to the National Standards, especially in their lesson plans. It is the students' responsibility to hand in the portfolio for a progress check at least two times over the semester at more or less evenly distributed intervals. The portfolio will include all of the materials design projects. The complete portfolio will be handed in no later than 5:00 p.m., May 17.

- Materials Design Project: As part of the syllabus portfolio, students will create materials for a specific unit (see the Syllabus portfolio above) in the language of their choice (a beginning course).  First, they select the unit they want to work on with the help of the instructor (do this by February 22 ).  Then, they design materials to cover either listening & writing skills or reading & speaking skills. Students will be asked to sign up for their choices. Students who choose to work in pairs on a unit will design materials for all four skills: listening, writing, reading & speaking. The portfolio includes the 1 technology-related activity which addresses a cultural topic. Students will bring drafts of their project 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 on May 17as part of the syllabus portfolio described above.
 

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

 

DATE	Topic	Readings &  Assignments
February 9th	Introduction to the course.  Syllabus Components.	-Nunan (1988), p. 3-25
16	The empirical basis of Second Language Acquisition.  Contextualized input, output and interaction in language learning	-Nunan (1999), p. 38-65.  -Shrum & Glisan, p.1-14
23	The National Standards for Foreign Language Learning  Organizing content	-Shrum & Glisan, p. 25-37  -Shrum & Glisan, p. 48-65
March 1st	Product-oriented syllabi   Process-oriented syllabi	-Nunan (1988), p. 27-39  -Nunan (1988), p.40-60  -Syllabus Review Project  (1st    draft)
8	Reflecting on existing syllabi  Examining language learning materials: Focus on language	-Syllabus Review Project   (Final draft due) -Nunan (1999) p. 95-143
15	Examining language learning materials: Focus on the learner  Examining language learning materials: Focus on the learning process	-Nunan (1999), p. 148-166  -Nunan (1999), p. 171-193
29	Mid-Term Examination	-Textbook Review Project  (1st    draft).
April 5th	Designing materials: General principles  Listening	-Nunan (1999), p.69-89  -(Lee, p. 30-42)  -Nunan (1999)-, p. 199-222  -(Shrum & Glisan, p. 119-136) - Textbook Review Project  (Final draft due)
12	Review of listening tasks  Reading	-Listening tasks (bring draft for peer  review)  -Nunan (1999), p. 249-268  -(Shrum & Glisan, p. 172-210)
19	Review of reading tasks  Speaking	-Reading tasks (bring draft for peer review)  -Nunan (1999), p. 225-246  - (Shrum & Glisan, p.172-210)  -(Lee, p.44-62)
26	Review of speaking tasks Writing	-Speaking tasks (bring draft    for peer  review)  -Nunan (1999), p. 271-299  -(Shrum & Glisan, p.  219-246)  -(Lee, p.98-111)
May 3rd	Review of writing tasks  Addressing student diversity in the language classroom	-Writing tasks (bring draft for    peer review)  -Shrum & Glisan, p. 255-281
10	Technology  Designing CAI tasks (CD ROMs, WWW)	-Shrum & Glisan, p. 319-348
17	Review	Materials project due at 5.00 pm.

Materials Design Project: sign up sheet.
 
 

Name(s): _________________________ ; ________________________________     Skills: Each activity must include:  the unit in which the activity would be integrated the targeted standards the methodological steps; for instance, (a) pre-reading, (b) while reading, and (b) post-reading activities. Please check your choice below and fill in the title of the unit and the titles of activities.   Listening and writing skills  _______  Unit: ________________________________________________ Targted Standards (Listening): ___________________________________ Targted Standards (Writing): ____________________________________ Reading and speaking skills ______  Unit: ________________________________________________ Targted Standards (Reading): ___________________________________ Targted Standards (Speaking): __________________________________ All four skills _______  Unit: _______________________________________________ Targted Standards (Reading): __________________________________ Targted Standards (Speaking): _________________________________ Targted Standards (Listening): _________________________________ Targted Standards (Writing): __________________________________