13th Elt National Conference - Curriculum Development and Syllabus Design in the Postmodern Era

8/9/2019 13th Elt National Conference - Curriculum Development and Syllabus Design in the Postmodern Era

1/19

CURRICULUM DEVELOPMENT ANDCURRICULUM DEVELOPMENT ANDSYLLABUS DESIGN IN THESYLLABUS DESIGN IN THE

POSTMODERN ERAPOSTMODERN ERA

XIII NATIONAL ELT CONFERENCEXIII NATIONAL ELT CONFERENCE

CHALLENGES FOR THE ELT SYLLABUS:CHALLENGES FOR THE ELT SYLLABUS:DEVELOPING COMPETENCIES FOR THE 21STDEVELOPING COMPETENCIES FOR THE 21ST

CENTURYCENTURYUNIVERSIDAD DE LA SALLEUNIVERSIDAD DE LA SALLE

APRIL 21APRIL 21 23, 201023, 2010


2/19

CONTENTS AND INTRODUCTIONCONTENTS AND INTRODUCTION

Understanding curriculum and syllabus

Curriculum: definitions, model, and proposal. Syllabus: definitions, types, and proposal.

Postmodernism: definitions, characterization, and education.

The ELT postmodern curriculum and syllabus. Visual, critical and media literacies: an example.

Postmodern schooling must reconnect students and teachers, spaceand time, meaning and context, the knower and the known,humanities and sciences, and especially past, present, and future.What modernity has rent asunder (torn apart/to pieces),postmodernity reevaluates as radically eclectic by embracing thefragmented beauty [of reality]. (Slattery, 2006, p. 293)

11/05/2010 YAMITH JOS FANDIO - MA INTEACHING 2


3/19

UNDERSTANDING CURRICULUM ANDUNDERSTANDING CURRICULUM AND

SYLLABUSSYLLABUS

SyllabusSyllabus refers to the contentor subject matter of anindividual subject, whereas

curriculumcurriculum refers to thetotality of content to betaught and aims to be realizedwithin one school oreducational programme.(White ,1988)

A curriculumcurriculum will beunderstood in the broadestsense as the philosophy,

purposes, design, andimplementation of a wholeprogram. A syllabussyllabus will benarrowly defined as thespecification and ordering ofcontent of a course or courses.(Graves, 1996)

11/05/2010 3YAMITH JOS FANDIO - MA INTEACHING


4/19

DEFINITIONS OF CURRICULUMDEFINITIONS OF CURRICULUM

Thomas (2002) & Cornbleth (1990)Thomas (2002) & Cornbleth (1990)Curriculum asCurriculum as

product (Tyler,product (Tyler,

1949)1949)

It transmits facts, skills, and values to students.It stresses mastery of conventional school subjects throughtraditional teaching methods.

CurriculumCurriculum asaspracticepractice

(Stenhouse, 1975)(Stenhouse, 1975)

It provides opportunities for students and teachers to construct

knowledge.It provides a basis forplanning a course, studying it empiricallyand considering the grounds of its justification.

CurriculumCurriculum asas

praxis (Grundy,praxis (Grundy,

1987)1987)

It strives to emancipate students from the ideologicaldistortions that might disempower or bias their minds.It enables individuals to become critically aware of how they

perceive the world and their acting in it.

CurriculumCurriculum inin

contextcontext

(Cornbleth, 1990)(Cornbleth, 1990)

It develops socially valued knowledge and skills to contribute topersonal and collective autonomy.It exposes and approaches the impact of structural and socio-cultural processes on teachers and students.



5/19

MODEL OF CURRICULUM DEVELOPMENTMODEL OF CURRICULUM DEVELOPMENT


Graves, 2000, p. 4Graves, 2000, p. 4


6/19

THE 21ST CENTURY CURRICULUMTHE 21ST CENTURY CURRICULUM Curriculum must be understood as a sociocultural process consisting of a series

of pedagogical actions activated when planning, developing, and assessing acritical and transformative educational program aimed at integratingcontextually shaped teaching and learning realities, practices, and experiences.

Goals

- provide opportunities to construct knowledge with others.

- enable to become critically aware of ideological distortions.

- develop socially valued knowledge and skills.

Characteristics- open to critical scrutinyand capable of effective application.

- based on informed action and critical reflection.

- in favor of a dynamic interaction of students, teachers, knowledge, andcontexts.



7/19

DEFINITIONS OF SYLLABUSDEFINITIONS OF SYLLABUS

CandlinCandlin ((19841984)) A syllabus is a social construction producedinterdependently by teachers and learners [It is] concerned with the

specification andplanning of what is to be learned.

DubinDubin && OlshtainOlshtain ((19971997)) A syllabus is a more detailed and operationalstatement of teaching and learning elements which translates the

philosophy of the curriculum into a series of planned steps leadingtowards more narrowly defined objectives at each level.

HadleyHadley ((19981998)) A syllabus is an endorsement of a specific set ofsociolinguistic and philosophical beliefs regarding power, education,and cognition that guide a teacher to structure his or her class in a

particular way.



8/19

SYLLABUS TYPESSYLLABUS TYPESWhite (1988)White (1988)Type A (interventionist) syllabi are concerned with what should be learned. Theydivide the language into small, discrete units and evaluate the outcomes in terms ofmastery of the language.Type B (non-interventionist) syllabi are concerned with how the language is learnedand how this language is integrated with learners experiences. Evaluation criteria are

set by the learners themselves.Long and Robinson (1998)Long and Robinson (1998)Synthetic syllabi present L2 in a course of gradual accumulation of separately taughtparts, and rely on the learners ability to combine the pieces accurately.Analytic syllabi present L2 in a process of natural sets of chunks, without linguisticcontrol, and rely on the learner's competence to use the language appropriately.

RabbiniRabbini (2002)(2002)Product-oriented syllabi emphasize the product of language learning and are proneto intervention from an authority.Process-oriented syllabi focus on the specification of communicative tasks andlearning activities that learners will undertake during the course.



9/19

THE 21ST CENTURY SYLLABUSTHE 21ST CENTURY SYLLABUS Syllabus is the thoughtful specification and ordering of the conceptual,

procedural, and attitudinal content of a particular course that adheres to thephilosophy and purposes of a curriculum to ensure valuable teaching and learning.

In general, it must:

- translate a set of beliefs, values and assumptions regarding power, education,

and cognition into course contents, teaching practices, and learning experiences.- result in an ongoing interdependence in classrooms of teachers and learners.

In particular, it must:

- present natural chucks of language in realistic situations and authentic texts.

- specify learning tasks and communicative activities to be undertaken during thecourse.

- focus on processes and/or projects that integrate critical discourses andtransformative actions.

- seek the best ways of learning according to learners realities and societysdemands.



10/19

POSTMODERNISM (IRVINE, 2009 & KING, 2010)POSTMODERNISM (IRVINE, 2009 & KING, 2010)

POSTMODERNISMPOSTMODERNISM

A reaction against rationalism, scientism, logics orobjectivity.

There is no universal truth. Instead, there are coexistingand relative truths.

Skepticism of idea of progress, anti-technology reactions.

Pursuit of localizing and contingent theories. Networkedand distributed knowledge.


Firehammer (2007) Postmodernism is a reaction to the assumed certainty of scientific,or objective, efforts to explain reality. For this reason, postmodernism is highly skepticalof explanations which claim to be valid for all groups, cultures, traditions, or races, andinstead focuses on the relative truths of each person.


11/19

POSTMODERNISM IN EDUCATIONPOSTMODERNISM IN EDUCATIONUsher and Edwards (1994) Beck (1993)

Education is ambiguous. It both seeks and

rejects closure. It is both closed and

open. It can be an instrument/a devicecontrol and legitimization, but it has thepotential to question the status of the

definitive, the certain and the 'proven'.

Education must, then, avoid aiming atachieving universally applicable goals pre-defined by the grand narratives. Instead,it should be diverse in terms of goals and

processes. It should become the vehiclefor the celebration of diversity, a spacefor different voices against theauthorative one.

Postmodernism in education is a paradigm

that challenges how we learn and

appreciate knowledge in our lives. Itquestions the idea of a universal,unchanging, unified self or subject which

has full knowledge of and control overwhat it thinks, says, and does.

Therefore, postmodernist educators mustemphasize diversity and heterodoxy;reject hierarchical relationships between

educators and learners; recognize andvalue emotions, attitudes, andinclinations; and emphasize critique anddeconstruction of all theories and social

practices.



12/19

THE POSTMODERN ELT CURRICULUMTHE POSTMODERN ELT CURRICULUM

AND SYLLABUSAND SYLLABUS Finch (2006)


Postmodern metanarrativesClassroom-based assessment using portfolios, journals,formative self- and peer-assessment.

Social learning: Teamwork balanced by autonomous learning.

Plurality of genres: Learning English through pop-culture,comics, the internet, etc.

Postcolonialism: Use of diverse Englishes as variants of a linguafranca.

Recognition of affective, social and cultural filters.

Non-linear and self-reflexive learning of the language asexperience.

Student-centered learning (Decentralization) and studentautonomy (Decentralization)


13/19

THE POSTMODERN ELT CURRICULUMTHE POSTMODERN ELT CURRICULUM

AND SYLLABUSAND SYLLABUS Breen (1999) The pedagogy of the language classroom

Questioning absolutes - Welcoming ambiguity - accepting uncertainties -participating in different and new discourses - exploring other identities - studyinglocal and other cultures - creating and negotiating - surfing technological sources.

The roles of the teacher

A guide who explicitly encourages diverse interpretations.

A commentator and facilitator of experiences, ideas and proposals of learners.

A cultural worker who facilitates ethnographic research.

The roles of the learnerA language player who re-invents rules and conventions governing language.

A curious explorer of different text types and discourses across languages.

A polyglot who acquires new voices and ways of articulating experiences and ideas.A critical discourse analyst who reflects on uses and realities of language.



14/19

THE POSTMODERN ELT CURRICULUM ANDTHE POSTMODERN ELT CURRICULUM AND

SYLLABUS (SYLLABUS (Slattery, 2006)Slattery, 2006)In terms of goals,

- redirect schooling to the development of autobiographical, aesthetic, and intuitiveexperience, and the sociocultural and sociopolitical relations emerging from anunderstanding of the individual in relation to knowledge, other learners, the world,and ultimately the self .

In terms of content, activities, and materials,- promote a creative search for deeper understanding through interdisciplinary andinclusive tasks, projects and narratives.

- include hermeneutics, gender studies, cultural studies, and critical literacy.

- problematize, interrogate, contextualize, challenge any kind of text (written, visual,etc).

In terms of assessment,- understand knowledge as reflecting human interests, values, and actions that aresocially constructed and directed toward emancipation and human agency.



15/19


http://www.adidaupclose.org/FAQs/postmodern.gifhttp://www.adidaupclose.org/FAQs/postmodern.gif


16/19

21ST CENTURY LITERACY (21ST CENTURY LITERACY (Luke &Luke &

Dooley, 2009)Dooley, 2009) Traditional literacy: mastery of capabilities in reading and writing print text.

New literacy: the rapid expansion of new modes of information andcommunication technologies (ICTs) demands knowing how to engage with a rangeof semiotic forms ranging from visual to aural and digital multimodal texts.

ICTs also require a variety of skills that enable individuals to communicate andparticipate in the wider society and contribute actively to creating a new culture.

Consequently, the 21st ELT curriculum and syllabus should not simply look for

better and newer ways of teaching and assessing grammar, vocabulary,pronunciation and the four language skills. They should be developed and designedto help learners be wise consumers and responsible producers of informationavailable in multiple media-based formats, which will ultimately allow them to

participate critically in multicultural knowledge construction.



17/19

VISUAL, CRITICAL AND MEDIA LITERACIESVISUAL, CRITICAL AND MEDIA LITERACIES

Visual literacy is the ability to identify, describe, make meaning, interpret,negotiate from information presented in the form of an image and ultimately tothink, create, and communicate graphically.

Critical literacy focuses on the relationship between languages and world views,social practices, power, identity, citizenship, inter-cultural relations and global/local

issues.

Media literacy consists of a repertoire of competences that enable people to access,analyze, evaluate and create messages in a wide variety of media modes, genres andforms. It offers opportunities for learners to broaden their experience of media, andhelps them develop creative skills in making their own media messages.

Together visual, critical and media literacy can help students both critically interpretthe powerful images of a multimedia culture and express themselves in multiple

media forms. The integration of these literacies can also help develop the necessaryinterdisciplinary skills needed to establish student voice and democratic conditions

for authentic exchange around issues of ethical, social and cultural significance.



18/19

VISUAL, CRITICAL AND MEDIA LITERACIESVISUAL, CRITICAL AND MEDIA LITERACIESSUGGESTED PLAN

I Introduce the document (source,author/artist, period, context)

II Describe it as precisely as possible(from more general to more specific)

III Classify the different themes at workand/or interpret the vision of the authorbasing yourself on the elements from thedescription.

IV - Analyze and interpret

V React stating your personal opinion andexperience

wikieducator.org/ELT.../visual_and_critical_literacy

SUGGESTED QUESTIONS

1. Who sent this message? Knowing whothe author is and what is behind themessage.

2. What techniques are used to attractmy attention? Knowing about the

power of arts over us.3. How might other people understandthis message differently from me?Knowing about other alternativeinterpretations.

4. What values, lifestyles and points ofview are represented in or omitted

from this message? Knowing the valuesystem being projected to us.5. Why was this message sent? Knowing

what profit or power is being gained.

http://www.youtube.com/watch?v=yzeVjAM-drg



19/19

REFERENCESREFERENCESBaudrillard, J. (1991). Simulacra and simulations. Translated by Sheila Faria. Michigan: University of Michigan press.

Beck, C. (1993). Postmodernism, pedagogy, and philosophy of education. Retrieved from http://www.ed.uiuc.edu/eps/PES-Yearbook/93_docs/BECK.HTMBreen, M. (1999). Teaching language in the postmodern classroom. BELLS: Barcelona english language and literature studies, 10, pags. 47-64Candlin, C.N. (1984). Syllabus design as a critical process. In C.J. Brumfit (Ed.). General English Syllabus Design. ELT Documents No. 118. London: Pergamon Press & The British

Council. 29-46.

Cornbleth, C. (1990) Curriculum in Context, Basingstoke: Falmer Press.

Derrida, J. (1976). Of Grammatology. Translated by Gayatri Chakravorty Spivak. Baltimore: Johns Hopkins University Press, 1976.De La Fuente, M. (2008). National cultural representations. Critical literacy for ELT project. Retrieved from

http://www.teachingenglish.org.uk/sites/teacheng/files/Materials_National%20Cultural%20Representations.pdf

Dubin, F. & Olshtain, E. (1997) Course Design: Developing Programs and Materials for Language Learning, Cambridge: Cambridge University Press.Finch, E. (1996). The postmodern language teacher. Studies in British and American Language and Literature, 78, 221-248.

Firehammer, R. (2007). Postmodernism. Retrieved from http://www.spaceandmotion.com/Philosophy-Postmodernism.htmGraves, K. (2000) Designing Language Courses. Canada: Heinle & Heinle.

Grundy, S. (1987) Curriculum: Product or Praxis, Lewes: Falmer.Hadley, G. (1998). Looking Back and Looking Ahead: A Forecast for the Early 21st Century. The language teacher, July. Retrieved from http://www.jalt-

publications.org/tlt/articles/2001/07/hadleyIrvine, M. (2009). Approaches to Po-Mo. Retrieved from http://www9.georgetown.edu/faculty/irvinem/theory/pomo.html

Long, M. H., & Robinson, P. (1998). Focus on form: Theory, research and practice. In Doughty, C. J., & Williams, J. (eds.), Focus on form in second language acquisition (pp. 15-41). Cambridge: Cambridge University Press.

Lyotard, J. (1979). The postmodern condition: A Report on Knowledge. Theory and History. Manchester: Manchester University Press.Luke, A., & Dooley, K. (2009). Critical literacy and second language learning. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning (Vol II). New

York, London: Routledge. (In press). Retrieved from http://education.arts.unsw.edu.au/media/File/LukeDooleyCritical_Literacy_in_SLEDec09.pdf

Rabbini, R. (2002). An Introduction to Syllabus Design and Evaluation. The Internet TESL Journal, 8(5). Retrieved from http://iteslj.org/Articles/Rabbini-Syllabus.htmlRichards, J. (2001) Curriculum Development in Language Teaching, Cambridge: Cambridge University Press.

Slattery, P. (2006). Curriculum development in the postmodern era. New York: Routledge Taylor and Francis.

Smith, M. K. (1996, 2000) 'Curriculum theory and practice' the encyclopaedia of informal education, www.infed.org/biblio/b-curric.htmStenhouse, L. (1975). An introduction to Curriculum Research and Development, Heinemann Educational Books. Traduccin espaola: Investigacin y desarrollo del curriculum, (2

ed.), Madrid, Morata, 1987.

Tyler, R. W. (1949) Basic Principles of Curriculum and Instruction, Chicago: University of Chicago Press.Thomas, E. (2002). Teacher education. Dilemmas and prospects. London: Kogan.

Usher, R. and Edwards, R. (1994). Postmodernism and Education. Routledge, London.White, R. (1993) The ELT Curriculum, USA: Cambridge University Press.

White, R. (1988). The ELT Curriculum, Design, Innovation and Management. Oxford: Basil Blackwell


13th Elt National Conference - Curriculum Development and Syllabus Design in the Postmodern Era

Documents

Transcript of 13th Elt National Conference - Curriculum Development and Syllabus Design in the Postmodern Era