Writing & ReadingWriting & ReadingSkills in EnglishSkills in English

Unit Unit 1.2:1.2: Syllabus DesignSyllabus DesignLearningLearning on on 21st Century21st Century

Best PracticesBest Practices

Prof. MarianProf. Marian AlesonAleson

Schools & Methods Schools & Methods

�� Best Practices:Best Practices:�� AutonomyAutonomy

�� AutodidactAutodidact

�� AutonomousAutonomous

�� BlendedBlended--LearningLearning

�� InteractionInteraction�� TeacherTeacher--studentstudent

�� StudentStudent--tasktask

�� TeacherTeacher--tasktask

�� StudentStudent--studentstudent

�� Reflection:Reflection:�� “I learn when..“I learn when..

�� MultimodalityMultimodalityVisual Written ICTVisual Written ICT

�� StudentsStudents’ responsibility’ responsibility�� Teacher ≠ Owner of Teacher ≠ Owner of KnowledgeKnowledge

�� Learning is not Teacher’s Learning is not Teacher’s tasktask

�� AttitudesAttitudes�� MotivationMotivation

�� Cooperation/ collaborationCooperation/ collaboration

�� StressStress--reductionreduction

�� ViolenceViolence

�� Needs:Needs:�� All All Stakeholders’Stakeholders’

�� Attention to DiversityAttention to Diversity�� A.C.I., A.C.I.S.A.C.I., A.C.I.S.

Reading SkillsReading Skills

�� EvolutionEvolution

�� Characteristics:Characteristics:�� Main Input of L2: vocabulary & syntaxMain Input of L2: vocabulary & syntax

�� Model of L2 practiceModel of L2 practice

�� AsynchronicAsynchronic CommunicationCommunication

�� Essential for Academic PurposesEssential for Academic Purposes

�� Vehicle of knowledgeVehicle of knowledge

�� Essential for Digital LiteracyEssential for Digital Literacy

�� LiteratureLiterature--boundbound

�� Normally students acquire a higher level of Normally students acquire a higher level of competence than at Listeningcompetence than at Listening

Writing SkillsWriting Skills

�� EvolutionEvolution

�� Characteristics:Characteristics:�� Production in L2: easiestProduction in L2: easiest

�� AsynchronicAsynchronic communication: allows revisioncommunication: allows revision

�� Essential for Academic PurposesEssential for Academic Purposes

�� Vehicle of knowledgeVehicle of knowledge

�� Careful with cultural differences with respect to Careful with cultural differences with respect to genre genre

�� Normally students acquire a higher level of Normally students acquire a higher level of competence than at Speakingcompetence than at Speaking

Unit 1: Syllabus DesignUnit 1: Syllabus Design

�� Learning/ Teaching Context Learning/ Teaching Context

�� Actors and Elements (Actors and Elements (stakeholdersstakeholders))�� studentsstudents

�� teachersteachers

�� school authoritiesschool authorities

�� local/ regional/national governmentslocal/ regional/national governments

�� parentsparents

�� employersemployers

�� Resources Resources

�� Texts Texts �� only texts??only texts??

�� MethodologiesMethodologies

�� The Focus:The Focus:

�� Language: Which? Language: Which? Has it got to be the Has it got to be the focus?focus?

�� What do we write? What do we read?What do we write? What do we read?

�� Why?Why?

�� LevelsLevels�� Entry/ Exit criteriaEntry/ Exit criteria

�� CompetenceCompetence

�� Gradation of contentGradation of content

LearningLearning

LanguageLanguage CompetenceCompetence

TeachingTeaching

Syllabus DesignSyllabus Design

�� Skills:Skills:�� Main focus?Main focus?

�� Ancillary?Ancillary?

Syllabus DesignSyllabus Design

�� LanguageLanguage--centeredcenteredSyllabusSyllabus�� AdjustAdjust toto specificspecificsituationsituation

�� StudentsStudents do do notnotparticipateparticipate

�� SystematicSystematic

�� StaticStatic

�� SkillSkill--centeredcentered SyllabusSyllabus�� WhichWhich SkillsSkills??

�� MasteringMastering a a SkillSkill??

�� MindMind & & SkillsSkills

�� LearningLearning??????

��LearningLearning--centeredcenteredSyllabusSyllabus��NegotiationNegotiation::StudentsStudents D. D. CommunityCommunity

��BasedBased onon LearnLearn. . ContextContext

��BasedBased onon LearnLearn. . ProcessProcess

��Feedback Feedback andand AssessmentçAssessmentç

��CompetenceCompetence--centeredcenteredSyllabusSyllabus��LevelsLevels

��ExitExit CriteriaCriteria

��Professional Professional FutureFuture

SkillSkill--centeredcentered SyllabusSyllabusIdentificar la

Situación Meta

Analizar las destrezas y

las estrategias necesarias

para la Situación Meta.

Escribir el

Sílabo

Seleccionar materiales

que tengan como obj. las

destrezas y estrategias

definidas en el sílabo

Paradigmas

de la

lingüística.

Paradigmas

del

aprendizaje

Establecer los

procedimientos de

evaluación adecuados

Identificar la

Situación Meta

Analizar las destrezas y

las estrategias necesarias

para la Situación Meta.

Escribir el

Sílabo

Seleccionar materiales

que tengan como obj. las

destrezas y estrategias

definidas en el sílabo

Paradigmas

de la

lingüística.

Paradigmas

del

aprendizaje

Establecer los

procedimientos de

evaluación adecuados

(Hutchinson y Waters 1987: 71)

LearningLearning--centeredcentered SyllabusSyllabusIdentificar a los discentes

Paradigmas

del

aprendizaje

Análisis de

Las variables

pedagógicas

Análisis de

La Situación

Meta

Paradigmas

de la

Lingüística

Identificar actitudes,

motivaciones,

potencial de los alumnos

Identificar necesidades,

carencias, y limitaciones

de la situación educativa.

Identificar las destrezas,

los conocimientos,

los géneros discursivos,

los campos semánticos

necesarios para la

Situación Meta

Evaluación

Escribir el sílabo, diseñar los

materiales que exploten

el potencial de los alumnos

y del contexto educativo

y que permitan adquirir

el conocimiento necesario para

la Situación Meta.

Aplicación Evaluación

Identificar a los discentes

Paradigmas

del

aprendizaje

Análisis de

Las variables

pedagógicas

Análisis de

La Situación

Meta

Paradigmas

de la

Lingüística

Identificar actitudes,

motivaciones,

potencial de los alumnos

Identificar necesidades,

carencias, y limitaciones

de la situación educativa.

Identificar las destrezas,

los conocimientos,

los géneros discursivos,

los campos semánticos

necesarios para la

Situación Meta

Evaluación

Escribir el sílabo, diseñar los

materiales que exploten

el potencial de los alumnos

y del contexto educativo

y que permitan adquirir

el conocimiento necesario para

la Situación Meta.

Aplicación Evaluación

T. Hutchinson y A. Waters (1987:74)

European ClassificationEuropean Classification

�� Basic UserBasic User�� A1: Can copy familiar words & phrases/ Can spell personal A1: Can copy familiar words & phrases/ Can spell personal

details.details.�� A2: Can copy familiar sentences. Can write with reasonable A2: Can copy familiar sentences. Can write with reasonable

accuracy short words from his/her oral vocabulary.accuracy short words from his/her oral vocabulary.

�� Independent UserIndependent User�� B1: continuous writing that is intelligible. Spelling, layout, aB1: continuous writing that is intelligible. Spelling, layout, and nd

punctuation are accurate enough to be followed most of the punctuation are accurate enough to be followed most of the time.time.

�� B2:continuous writing that is intelligible and follows conventioB2:continuous writing that is intelligible and follows conventions. ns. Spelling and punctuation may show influence of L1.Spelling and punctuation may show influence of L1.

�� Proficient UserProficient User

�� C1: Spelling is accurate with occasional slips of pen. C1: Spelling is accurate with occasional slips of pen. Layout, paragraphing and punctuation are consistent.Layout, paragraphing and punctuation are consistent.

�� C2: Writing is orthographically free of error.C2: Writing is orthographically free of error.

Source: SGEL and Express publ.

Summary of ProcessSummary of Process

�� Need’s AnalysisNeed’s Analysis�� LinguisticLinguistic

�� Learning NeedsLearning Needs

�� Context NeedsContext Needs

�� SelectionSelection�� RestrictionsRestrictions

�� ThreatsThreats

�� GradationGradation�� OrderOrder

�� StepsSteps

�� MaterialsMaterials

�� Design:Design:�� Grammatical/ StructuralGrammatical/ Structural

�� NotionalNotional--functionalfunctional

�� SkillsSkills

�� SituationalSituational

�� ThemedThemed

�� Focus on process/ Object.Focus on process/ Object.

�� AssessmentAssessment�� Students’ Students’ performance, effort, competenceperformance, effort, competence

�� Learning processLearning process

�� Make the system FlexibleMake the system Flexible

BibliographyBibliography�� Alcaraz, E. (2000): Alcaraz, E. (2000): El Inglés Profesional y Académico. El Inglés Profesional y Académico. Madrid: Alianza.Madrid: Alianza.

�� Castro, J. (1992): Castro, J. (1992): A Profile of the Motivation of Spanish PreA Profile of the Motivation of Spanish Pre--universitary Students in universitary Students in the Learning of Englishthe Learning of English, Alicante, Universidad de Alicante, Alicante, Universidad de Alicante

�� Council of Europe (2001): Council of Europe (2001): Common European Framework of Reference for Language: Common European Framework of Reference for Language: Learning, Teaching, Assessment. Council of EuropeLearning, Teaching, Assessment. Council of Europe

�� Dörnei, Z. y I. Ottó (1999): «Motivation in action: A process moDörnei, Z. y I. Ottó (1999): «Motivation in action: A process model of L2 motivation» del of L2 motivation» inin CILT Research Forum: Motivation in LanguageCILT Research Forum: Motivation in Language Learning. Learning. http://www.linguanet.org.uk/research/resfor3/dornyei.htmhttp://www.linguanet.org.uk/research/resfor3/dornyei.htm, 03/02/2002., 03/02/2002.

�� DudleyDudley--Evans, T y Maggie Jo St. John (2000): Evans, T y Maggie Jo St. John (2000): Developments in ESP : a multiDevelopments in ESP : a multi--disciplinary approach. disciplinary approach. Cambridge: Cambridge University Press.Cambridge: Cambridge University Press.

�� FlowerdewFlowerdew,, J y Peacock M, eds. (2001) Research Perspectives on English foJ y Peacock M, eds. (2001) Research Perspectives on English for r Academic Purposes. Academic Purposes. CambridgeCambridge: : Cambridge University Press.Cambridge University Press.

�� HutchinsonHutchinson, T. y A. , T. y A. Waters (Waters (19871987). English for Specific Purposes: A Learning). English for Specific Purposes: A Learning--. . centred Approach. Cambridge: Cambridge University Press.centred Approach. Cambridge: Cambridge University Press.

�� Kennedy, C. Y R. Bolitho (1984): Kennedy, C. Y R. Bolitho (1984): English for Specific PurposesEnglish for Specific Purposes, London: Macmillan., London: Macmillan.

�� Numan, D. (2001[1998]): Numan, D. (2001[1998]): Syllabus Design.Syllabus Design. Oxford: O.U.P.Oxford: O.U.P.

�� Robinson, P. (1980): Robinson, P. (1980): E.S.P.(English for Specific Purposes).E.S.P.(English for Specific Purposes).PergamonPergamon

�� Express Publ. (2007): “Syllabus based on the CERF for Languages”Express Publ. (2007): “Syllabus based on the CERF for Languages”. . Catalogue 2007Catalogue 2007Madrid: Ed. SGEL and Express Publishing.Madrid: Ed. SGEL and Express Publishing.

�� Widdowson (1981) Widdowson (1981) : "Comunication and Community: The Pragmatics of ESP”. : "Comunication and Community: The Pragmatics of ESP”. ESPESP: : 17.1:317.1:3--14.14.