Importance of the Syllabus - Essay Example

The Syllabus The syllabus is generally thought to be a road map through the which serves as an outline for the material to be covered as wellas the format for learning. Yet, the syllabus functions to provide far more information and guidance than simply an outline. It projects a course design that is based on learning principles which reflect the instructors individual teaching philosophy. The syllabus initially informs the student of what material will be covered and what the expectations are for participation. Once enrolled, the syllabus becomes an active document for the student and attempts to guide their learning in an orderly and logical fashion. Recent years have seen an increased interest in the basic foundation that a syllabus provides for the course. There are numerous theories on the syllabus, and each format has weaknesses and strengths which are dependent upon the learning environment. In its most basic form, a syllabus is a table of contents for the course, and its main function "is to communicate to ones students what the course is about, why the course is taught, where it is going, and what will be required of the students for them to complete the course with a passing grade" (Altman & Cashin, 1992). While this basic form would provide the minimal information and guidance necessary, it does little to mold the instruction or engage the students. A more detailed approach to the syllabus would be the analytic or synthetic syllabus. The analytic or synthetic syllabus presents not only what will be taught, but how it will be executed. Wilkins (1974) first described the synthetic syllabus as "…one in which the different parts of language are taught separately and step by step so that acquisition is a process of gradual accumulation" (as cited in Nunan, Candlin, & Widdowson, 1988, p.27). This approach allows the components of language to be mastered individually as independent parts. The student is given the building blocks for language as they progress through the syllabus. Closely associated with the synthetic is the analytic syllabus. It differs in that instead of dwelling on language structure, it focuses on the purpose of language and its use (Nunan, Candlin, & Widdowson, 1988, p.28). In a second language course, the analytic approach may be more appropriate than the synthetic format. Mastering the individual components of language, such as vocabulary or grammar, may be excessively challenging for second language learners. The analytic approach, which concentrates on purpose and use, may be more naturally grasped by a second language learner. In addition, the student may be in a situation where language needs to be tailored to their individual needs. Pre-packaged lists and learning may not be successful. The analytic syllabus has opened the door to an even more free form syllabi known as the task based syllabus. According to Long and Crookes (1992) the task based approaches, "…specify the target tasks learners ultimately need to be able to handle, and then allow the tasks teachers and learners work on in the classroom, that is, the pedagogic tasks, to be negotiated (p.30). Radical forms of the task based approach include the procedural and process, syllabus. The process syllabus, by integrating the students input into the content, can be useful in an environment where there is cultural diversity or various levels of achievement. Higher level ESL courses need to account for multiple disciplines and the level of previous exposure to the academic world (Frodesen, 1995, p.332). At this level, and in this instructional environment, a task based or process based syllabus could be a great benefit. Of course, the degree of student involvement with the creation of a task oriented syllabus, even the most robust process syllabus, allow the student to "…make choices about course content or the path they wish to take through materials but do so within fairly well-defined parameters" (Topic 7: The Process Syllabus, 1998). While content may be at the direction of the student, the material must meet the guidelines for academic appropriateness. Likewise, tasks must meet ethical guidelines as well as being practical and useful. The process syllabus evolves throughout the course and becomes a record of what was covered, taught, and learned (Topic 7: The Process Syllabus, 1988). Language is often taught from a narrow perspective to fulfill a specific need or meet a well defined purpose. The syllabus may be aimed at a particular occupation or discipline. The need based syllabus can fit this requirement. The need based syllabus is useful when, "…there are certain aspects of language which are peculiar to the contexts in which it is used and the purposes for which it is used" (Nunan, Candlin, & Widdowson, 1988, p.21). The language of an engineer will differ from that of a waitress in vocabulary and formality. The need based syllabus is able to accommodate these differences. The design of a syllabus needs to consider the goal of the course as well as the needs of the student. It will contain dates, times, and readings. It also needs to be constructed so that it presents a time management format. The syllabus will direct how much time is spent writing and how much time will be spent in discussion (Hyland, 2003, p.55). In addition, the syllabus needs to incorporate a needs assessment and functions not only as a planning tool, but also as a contract between the instructor and the student as to what will be accomplished and how (Ferris & Hedgcock, 1998, p.65). An effective syllabus will reflect the students goals and the philosophy of the instructor. In conclusion, the basic syllabus as a table of contents has evolved and expanded its purpose in the recent decades. Its basic function of providing times, dates, material, and expectations is still an important part of the syllabus. However, modern theoretical approaches have allowed the syllabus to reflect not only what is taught, but how it is taught. More radical forms, such as the strong process syllabus, allows greater interaction by the student in the decisions about content and course direction. Of course, the instructor does not surrender the guidance of the course to the syllabus, but rather uses the syllabus to project their own teaching philosophy. Each syllabus form has its own unique purpose and must be utilized correctly within the context of the learning environment. References Altman, H. B., & Cashin, W. E. (1992). Writing a Syllabus. Retrieved April 9, 2008, from http://www.europhamili.org/protect/media/Writing%20a%20syllabus.pdf Ferris, D., & Hedgcock, J. (1998). Teaching ESL composition: Purpose, process, and practice. Mahwah, NJ: Lawrence Erlbaum Associates. Frodesen, J. (1995). Negotiating the syllabus. In D. Belcher & G. Braine (Eds.), Academic writing in a second language. Norwood, NJ: Greenwood Publishing Group. Hyland, K. (2003). Second Language Writing. Cambridge UK: Cambridge University Press. Long, M. H., & Crookes, G. (1992). Three approaches to task-based syllabus design [Electronic version]. TESOL Quarterly, 26(1), 27-56. from JSTOR. Nunan, D., Candlin, C., & Widdowson, H. G. (1988). Syllabus Design. Oxford UK: Oxford University Press. Topic 7: The Process Syllabus (1998). Retrieved April 9, 2008, from http://www.iei.uiuc.edu/TESOLOnline/topics/process.html Read More