The Framework of Materials and Methods

1.1 Introduction: Setting the Scene

    With globalization, the usage areas of English have also increased. This increase has led to the diversification of teaching styles. Despite the increasing diversity in teaching, many teachers from different parts of the world have shared their methods and techniques with their colleagues. In this post, we will look beyond our individual teaching circumstances to what can be thought of as a professional ‘common core’. 

When we talk about the ‘common core’, we should take into consideration two kinds of factors:

1)      - the various wide-ranging criteria on which decisions about language teaching programmes are based,

2)      - on the pedagogic principles according to which materials and methods are actually designed

  These two factors make up the 'framework'. Framework, on the other hand, is divided into two as 'context' and 'syllabus' under its own name.

1.2 The Framework: Context and Syllabus

    The first thing to do when preparing English teaching programs is to determine national and personal goals. The correct setting of goals leads to the selection of an appropriate type of syllabus content and specification.

Contextual factors

-        Learners – we consider their age, level of proficiency, aptitude, mother tongue, educational level, attitudes, motivation, reasons for learning, learning styles, personality, etc.

-        Setting – the role of english in country / school,  teachers, management and administration, resources available, support personnel, the number of pupils, time, physical envirenment, the socio-cultural envirenment, the types of test used, procedures, etc.

The syllabus

    After the goals of an English language programme have been set out and that the contextual factors affecting its implementation have been established and understood. The next step in the task of planning is to select a type of syllabus. The ‘syllabus’ can be seen for our purposes as the overall organizing principle for what is to be taught and learned. However, a syllabus is more than organizing, it can also express the connections between learning outcomes, content, assessments, and how the course will take place. 

There are six types of syllabus:

     1) Grammatical or structural

     2) Functional-notional 

     3) Situational

     4) Skills- based

     5) Topic-based

     6) Task-based

Like we have said above there are different types of syllabus for different situations. The institutions choose the syllabus type(s) while considering their standarts and resources. As, these institutions want their language learning courses for the learners to be successful, they provide templates for their educators to help them to develop syllabuses.

It is really important to have a well-organized and planned syllabus, not only for instructors but also for students. If the syllabus gives the detailed and necesseray information about the class, the teacher will know what to do in that week and the students will know what to expect from the class.
 

For more information you can click here: https://www.aeseducation.com/blog/what-is-a-syllabus