Functional Approaches to Syllabus Design

2018 ◽  
pp. 99-109
Keyword(s):  
Syllabus Design

L1 Transfer and L2 Complexity as Factors in Syllabus Design

1984 ◽  
Vol 18 (4) ◽  
pp. 689 ◽  
Author(s):  
Teresa Pica
Keyword(s):  
L1 Transfer ◽  
Syllabus Design

scholarly journals The Social Justice Syllabus Design Tool: A First Step in Doing Social Justice Pedagogy

JCSCORE ◽  
2019 ◽  
Vol 5 (2) ◽  
pp. 132-166
Author(s):  
Sherria D. Taylor ◽  
Maria J. Veri ◽  
Michele Eliason ◽  
Jocelyn Clare R. Hermoso ◽  
Nicole D. Bolter ◽  
...  
Keyword(s):  
Social Justice ◽  
Stereotype Threat ◽  
Classroom Environment ◽  
Underrepresented Students ◽  
Design Tool ◽  
Social Justice Pedagogy ◽  
Integrative Framework ◽  
The Social ◽  
Syllabus Design ◽  
Pedagogical Research

Despite increased attention on social justice in higher education, underrepresented students often experience the classroom as unwelcoming and even hostile. Although theoretical and pedagogical research exists, what appears to be lacking are examples of concrete social justice pedagogy strategies that can be implemented in the classroom setting. This article describes the Social Justice Syllabus Design Tool (SJSDT) created to facilitate a greater emphasis on social justice in courses. Using an integrative framework and highlighting the focus areas of relationship, community, and process, the SJSDT offers a systematic approach to course re-design by which instructors can assess their classroom environment and course content. A syllabus that signals belongingness, growth mindset, communal goals, clear and positive expectations, and success-orientation assists in setting a welcoming tone that leads to greater student achievement and engagement. Such a syllabus may also help reduce the potential for triggering stereotype threat or other forms of alienation that affect student success among women and students of color in STEM programs. Feedback received from faculty who utilized the tool to revise their course syllabi are discussed, in addition to limitations and recommendations for future practice.

scholarly journals Task-based approach in Second Language Acquisition and in the Didactics of Translation

2018 ◽  
Vol 7 (2) ◽  
pp. 63-78
Author(s):  
Edelweiss Vitol Gysel
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Driving Force ◽  
Teaching And Learning ◽  
Syllabus Design ◽  
Definition Of

Studies on Second Language Acquisition (SLA) have been increasingly conducted in recent years, especially concerning the contributions of the so called task-based approach, which has been gradually undergone some adaptations, becoming a driving force for syllabus design. Within the field of Didactics of Translation (DT) the use of tasks has also, so far, proven to be an appropriate approach in the teaching and learning of translation. Therefore, in this article, I will discuss the differences regarding the rationale behind the definition of task as well as its application both in the SLA and in the DT environments. The method seeks to justify the choice of the discussed concepts, and presents the steps in the development a translation task here proposed. The discussion is grounded on this example of translation task and examines how the notion of task in SLA interfaces with the acquisition of translation competence in DT. The conclusion shows that SLA can inspire and contribute to DT concerning the task-based approach. Some of these contributions here discussed are authenticity, focus on meaning and on form, and planning. Furthermore, such contributions are applied in the development of a translation task, as a means of exemplification, and building a bridge between the areas of SLA and the DT.

scholarly journals DESIGNING A SYLLABUS OF COLLABORATIVE ENGLISH TEACHING FOR PHYSICS STUDY PROGRAM

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Esti Junining
Keyword(s):  
Curriculum Design ◽  
English Department ◽  
Study Program ◽  
English Teaching ◽  
Word Lists ◽  
Syllabus Design ◽  
Physics Department ◽  
Teaching Physics

The recommended model of teaching Englishfor students of non-English department is collaborativeteaching which provides subject lecturer‘s involvementin the curriculum design. This paper reported theprocess of designing a syllabus of collaborative teachingfor ESP teaching in Indonesian context. As a part ofcurriculum design, this ESP syllabus focuses on contentarea reading in the area of physics. Several text typescommonly used in physics department and vocabularybuilding of academic word lists and the ones related tophysics area study were elaborated as well. The paperconcludes that the implementation of this programneeds high commitment from the stakeholders in orderto make the program successfully implemented.Keywords: collaborative English teaching, Physics StudyProgram, curriculum design, syllabus design

Collaborative syllabus design for studying information work

2017 ◽  
Vol 54 (1) ◽  
pp. 630-632
Author(s):  
Sarah A. Buchanan ◽  
Julia Bullard ◽  
William Aspray ◽  
Diane Bailey ◽  
Lecia Barker ◽  
...  
Keyword(s):  
Syllabus Design ◽  
Information Work
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