Original article | Open Access
Educational Policy Analysis and Strategic Research 2022, Vol. 17(1) 28-39
pp. 28 - 39 | DOI: https://doi.org/10.29329/epasr.2022.248.2
Publish Date: March 01, 2022 | Single/Total View: 333/577 | Single/Total Download: 737/1.011
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.
Keywords: Action-oriented Approach, Syllabus Design, Curriculum Development, Social Actors
APA 7th edition
Acar, A. (2022). Syllabus Design in the Action-oriented Curriculum. Educational Policy Analysis and Strategic Research, 17(1), 28-39. https://doi.org/10.29329/epasr.2022.248.2
Harvard
Acar, A. (2022). Syllabus Design in the Action-oriented Curriculum. Educational Policy Analysis and Strategic Research, 17(1), pp. 28-39.
Chicago 16th edition
Acar, Ahmet (2022). "Syllabus Design in the Action-oriented Curriculum". Educational Policy Analysis and Strategic Research 17 (1):28-39. https://doi.org/10.29329/epasr.2022.248.2