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| Autor/in | Acar, Ahmet |
|---|---|
| Titel | Syllabus Design in the Action-Oriented Curriculum |
| Quelle | In: Educational Policy Analysis and Strategic Research, 17 (2022) 1, S.28-39 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Acar, Ahmet) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1949-4289 |
| Schlagwörter | Course Descriptions; Curriculum Design; Second Language Instruction; Social Action; Foreign Countries; Curriculum Development; Europe |
| Abstract | The Common European Framework of Reference for Languages (CEFR) introduces a new goal for language teaching, that of training social actors rather than mere communicators. Thus, social action as a new reference action corresponding to this new reference goal in English language teaching necessitates a departure from taking interaction or communication as the ultimate goal in an ELT curriculum. This paper argues that mini-projects, which are the best models of social action compatible with the constraints of school education, should be the basic units in an action-oriented curriculum. Syllabus in such an action-oriented curriculum functions primarily as linguistic resources needed by the students to be able to carry out the proposed mini-projects. Thus, the task of the syllabus designer is to select and grade the language content according to the mini-projects proposed in an action-oriented curriculum, even in a second phase, a posteriori control of this content and its progression must be carried out, which may lead, in a third phase, to modify the mini-projects or even their chronological order. (As Provided). |
| Anmerkungen | International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: https://inased.org/epasrpi/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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