Farida Dubin & Elite Olshtain
Cambridge University Press 1986
Recognizing that teachers are often involved in planning and developing courses as part of their responsibilities, the authors of this book have set out to describe the factors that must be considered in constructing courses and materials. They cover: the fact-finding stage, establishing realistic goals, surveying existing programs, realizing goals through instructional plans, selecting the shape of the syllabus, and considerations involved in constructing communicative curricula and syllabuses. All of these aspects are considered against current theories of language learning. Examples of different types of materials are discussed, and the process of creating materials is described as the link between the syllabus and the audience. The book ends with a survey of the practical issues involved in organizing writing projects. The book is intended for teachers (and teachers in training) who may be involved in course planning and materials development either on a larger scale, or simply within their own institution.
Oxford University Press 1988
An introduction to language syllabus planning, aimed at teachers who wish to gain a deeper understanding of the principles involved in selecting, grading and integrating the elements of a syllabus. The book combines text and task, allowing teachers to relate the subject to their own professional experience and to develop the skills to evaluate, modify and adapt the syllabuses with which they work. This series is designed to involve language teachers in their own professional development. It is intended to act as a guide in the processes of critical enquiry and informed practice. There are three sub-series in the scheme, each focusing on different aspects of the language teaching process: language knowledge, modes of behavior and modes of action. Each book in the scheme has three sections, a combination of text and tasks. Section one considers theoretical issues; Section Two shows how these issues have been realized in teaching materials and Section Three suggests action research that teachers can carry out in their own classrooms.