Understanding Syllabus and Curriculum Design in ELT is fundamental for anyone involved in language education. From defining what to teach to evaluating learning outcomes, these processes shape how English language learners acquire new skills. This article explores the history, principles, and practical aspects of designing effective language programs, helping you grasp the core concepts of ELT curriculum development.
What is Syllabus Design in ELT?
Syllabus design is a critical component of forward design in education and was central to early curriculum development. Essentially, a syllabus is a detailed specification of course content. It clearly defines what will be taught and what will be tested within a specific course.
For example, a speaking course syllabus might specify the oral skills to be taught and practiced, the functions or topics of conversation, and the order in which content appears. Syllabus design, therefore, refers to the entire process of developing this structured plan.
Syllabus Design vs. Curriculum Development: A Clear Distinction
While often used interchangeably, curriculum development is a much broader concept than syllabus design. Curriculum development encompasses a wide range of activities, including:
- Needs analysis: Understanding what learners require.
- Aims and objectives: Setting clear goals for the program.
- Syllabus choice: Selecting the appropriate content framework.
- Course structure: Organizing the overall program flow.
- Teaching methods: Deciding on pedagogical approaches.
- Materials: Developing or choosing learning resources.
- Program evaluation: Assessing the effectiveness of the entire course.
Modern curriculum development in language teaching mainly began in the 1960s, though discussions around syllabus design issues appeared earlier. A syllabus serves as a framework, dividing learning content into teachable elements and sequencing them effectively. It's part of a forward design sequence: content → syllabus → method → outcomes → assessment. Traditional syllabus design often begins with a deep understanding of the subject matter.
The Syllabus Design Process
The process typically involves:
- Identifying the field of knowledge (e.g., listening, literature).
- Selecting key concepts, knowledge, and skills.
- Designing the syllabus and course around this subject matter.
Objectives may be stated, but often play a minor role in teaching and assessment. Assessment is usually norm-referenced, meaning learners are graded on a common scale with an expected spread of scores.
Historical Roots: Early 20th Century Approaches to Syllabus Design
The first generation of English syllabuses in the early 20th century was built upon three core assumptions, shaping the foundations of today’s curriculum approaches.
Assumption 1: Language Analysis is the Basis of Teaching
Early pioneers like Harold Palmer, Michael West, and Charles Fries believed that language could be analyzed into discrete units such as structures, tenses, and grammatical items. These units then formed the framework for language courses, leading to the widespread use of grammatical syllabuses and word lists in early global English courses.
As Aoki described, language was viewed as a “code” that could be broken into “atomic units” and then recombined. Language teaching was seen as mastering lexical and grammatical rules for encoding and decoding, reflecting a focus on technical systems.
Assumption 2: Vocabulary and Grammar Are Core Units
Applied linguists in this period assumed that vocabulary and grammar were the main building blocks of language proficiency. Early syllabuses therefore focused on the systematic teaching of these two components. There was a strong belief that careful planning could make language teaching more rational and scientific.
Assumption 3: Learners Have the Same Needs
These early syllabuses primarily focused on “general English” or “English for no obvious purpose.” The assumption was that a basic vocabulary and core grammar would meet learners’ needs everywhere. However, it was later realized that learners’ needs differ significantly based on context, goals, and purposes of learning, proving that one syllabus does not fit all.
Consequences for Syllabus Design: Selection and Gradation
These assumptions led to the development of the first fully elaborated English syllabuses. Two central processes emerged as crucial: selection and gradation.
The Problem of Selection
Given the limited teaching time, deciding what language content to include became a key problem. As Mackey (1965) noted, it’s impossible to teach an entire language. Selection concerns choosing:
- Vocabulary
- Grammar
- Functions
- Texts
- Skills
- Competencies
It also involves reducing content to what is most useful for learners, as all teaching involves including some elements while excluding others. Early selection efforts primarily focused on vocabulary and grammar, establishing them as the foundation of syllabus design.
Vocabulary Selection in ELT
Vocabulary is the basis for expressing meaning and is a key part of any language program. The specific vocabulary targets depend heavily on course objectives and the amount of teaching time available.
Grammar Selection in ELT
The need for grammar selection has been a concern since the 1920s, given the many syntactic structures in languages. Traditional grammar teaching often determined grammar items by method, with typical sequences like simple present or identification statements. Criteria for grammar selection include:
- Simplicity and Centrality
- Frequency
- Learnability
Interestingly, corpus research has often shown a mismatch between what appears in syllabuses and how language is actually used.
Gradation (Sequencing) in Syllabus Design
Gradation refers to grouping, sequencing, and ordering content. Harold Palmer suggested teaching essentials first, followed by more complex items. Criteria for gradation include:
- Intrinsic Difficulty
- Communicative Need
- Frequency
- Linguistic Distance (Lado 1957)
Gradation can be linear (item → practice → replace) or cyclical (items revisited for deeper integration). Cyclical approaches often leave recycling to the teacher.
The Rise of Structural Syllabuses (1940s–1950s)
The mid-20th century saw the rise of structural syllabuses, characterized by clear control of vocabulary and grammar, with grammar organized into graded sequences.
Fries and the Michigan School
Charles Fries significantly influenced US ESL with works like Teaching and Learning English as a Foreign Language (1946) and The Structure of English (1952). The Michigan courses he developed dominated US ESL for over 20 years.
Hornby and the British Structural Tradition
A.S. Hornby contributed a comprehensive grammatical syllabus and pedagogical grammar, which formed the basis for most teaching materials in the British tradition.
Vocabulary and Grammar in Syllabus Design: A Closer Look
Both grammar and vocabulary have influenced textbooks since the 1920s, but grammar syllabuses were often seen as the core, with vocabulary being secondary but pedagogically necessary.
Vocabulary Size and the Learning Problem
Educated native speakers have a recognition vocabulary of around 17,000 words, far exceeding what can be taught in a typical course. L2 learners have limited time and don't need the entire native-speaker vocabulary. Key questions revolve around how many words (e.g., 1,000 or 5,000) and which specific words to teach.
Word Frequency as a Selection Criterion
One solution to vocabulary selection was to analyze spoken or written samples and count word frequency. Early methods involved counting words in large text collections. The assumption was that frequent words should be taught first. However, problems arose because frequency depends heavily on the type of corpus used. Early studies often used reading materials and predated modern computer corpora.
Findings from frequency research show that a small number of words account for a large percentage of everyday texts. For example, Hirsch noted that 4,000–5,000 words provide 95% coverage, and 8,000–9,000 words provide 98% coverage. Yet, even with 5,000 words, comprehension problems can remain, depending on the subject matter, the writer's approach, and the reader's prior knowledge.
Frequency and Range (Dispersion)
Truly useful words are not only frequent but also appear across different text types. This concept is called range or dispersion. A corpus, such as the British National Corpus (over 100 million words), is a collection of spoken or written texts. Words with high frequency and wide range are generally considered most useful.
Limitations of Frequency and Range
Frequency and range alone are not sufficient. Some early words that are not frequent (e.g., book, pen, desk) are still essential for beginners. Therefore, additional criteria are needed for comprehensive vocabulary selection.
Additional Criteria for Vocabulary Selection
Beyond frequency and range, other important criteria for vocabulary selection include:
- Teachability
- Similarity
- Availability
- Coverage
- Defining power
- Communicative need
Lexical Syllabuses
The result of this extensive research has been the development of basic vocabulary lists and lexical syllabuses, where vocabulary is graded into levels. Frequency research, which began in the 1920s, continues to this day. Michael West’s General Service List (1953), with approximately 2,000 general service words, aimed to simplify English with a minimum of words for the widest range of contexts.
The modern view of a lexical syllabus includes a core vocabulary common across domains, genres, and text types, but also recognizes the need for specialized vocabulary, such as the 570 words in the Academic Word List.
Frequently Asked Questions about Syllabus and Curriculum Design in ELT
What is the primary difference between a syllabus and a curriculum in ELT?
A syllabus is a specific document outlining the content, skills, and assessment for a single course, detailing what will be taught and tested. A curriculum is a much broader concept that encompasses the entire educational program, including needs analysis, aims, syllabus choice, teaching methods, materials, and program evaluation. The syllabus is a component within the larger curriculum.
Why is vocabulary selection so crucial in ELT syllabus design?
Vocabulary is fundamental for expressing meaning and forms a significant part of any language program. Given the vast number of words in a language and limited teaching time, careful selection ensures that learners acquire the most frequent, useful, and relevant words for their specific needs, enabling better comprehension and communication.
What were the three core assumptions of early 20th-century English syllabuses?
Early 20th-century syllabuses were based on three assumptions: (1) Language analysis into structures and grammatical items forms the basis of teaching; (2) Vocabulary and grammar are the core building blocks of proficiency; and (3) All learners have the same needs, leading to general English approaches.
How does gradation impact the effectiveness of a syllabus?
Gradation, or sequencing, organizes content from simpler to more complex items or in a logical order of communicative need. Effective gradation makes learning more manageable and progressive, building upon previously learned material. It can be linear, introducing items once, or cyclical, revisiting items for deeper integration, thereby enhancing comprehension and retention.
Who were some key pioneers in early ELT syllabus design?
Key pioneers in early ELT syllabus design include Harold Palmer, Michael West, and Charles Fries, who championed the analysis of language into structures and units. A.S. Hornby also made significant contributions to pedagogical grammar and structural syllabuses in the British tradition.