Digital university presentation

Workshop 3 Learning set 3

Negotiated Syllabuses

Ratna Walis B247260Meijun Guo B241898 Xinni Zhou B245797 Dexter Zhou B246661 Pollia Wu B245971

Index

Negotiated Syllabuses

A.

Why do we choose this article

B.

Overview of the article

C.

How can this article contribute to practice/changes

D.

E.

Potential challenges

Solutions

F.

Negotiated Syllabuses

Ratna Walis

The History of Negotiated Syllabuses

Negotiated syllabuses have their roots in the communicative language teaching (CLT) movement of the 1970s. CLT emphasized the importance of communication and interaction in language learning, and recognized that learners have different needs and goals. In the traditional approach to language teaching, the teacher is the authority figure who decides what and how to teach. In contrast, negotiated syllabuses involve a collaborative process between the teacher and the learners, where the content and objectives of the course are negotiated and agreed upon.

The History of Negotiated Syllabuses

Negotiated syllabuses have their roots in the communicative language teaching (CLT) movement of the 1970s. CLT emphasized the importance of communication and interaction in language learning, and recognized that learners have different needs and goals. In the traditional approach to language teaching, the teacher is the authority figure who decides what and how to teach. In contrast, negotiated syllabuses involve a collaborative process between the teacher and the learners, where the content and objectives of the course are negotiated and agreed upon.

Negotiated Syllabuses

What is Negotiated Syllabuses?

'Negotiated Syllabuses' also called “process syllabuses” (Breen, 1987, as cited in Macalister, &Nations, 2020), means teachers and learners collaborate to determine many aspects of the courses continually, such as the purposes, content, management, and means of assessment during the curriculum design process. (Breen and Littlejohn, 2000; Macalister and Nation, 2020). Highly student-centered teaching mode (Clarke, 1991)

Negotiation Steps

Curriculum Pyramid (Macalister and Nations, 2020)

Negotiation circle (Macalister and Nations, 2020)

"Why do we choose the article?"

“I liked being able to choose what I could study because the lessons met my purpose very well.”?

(BOON, 2013)

Context & Status Quo

Challenges in the current University Curriculum, English Department, translation course, time allocation has been dominated by theory class

Overemphasis on literary translation

Student concerns about limited genre exposure in practical class

Diverse career aspirations among students

The need for a more diverse translation curriculum

Aligning with Macalister & Nation

It offers a well-established framework and empirical evidence that supports our objective of making the translation course more diverse and responsive to student needs

Relevance of their approach to our proposed changes

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How it aligns with our curriculum revision plan

It aligns with our curriculum revision plan by reinforcing the importance of student-centered education, tailored curriculum design, increased engagement, and evidence-based decision-making

It aligns with our curriculum revision plan by reinforcing the importance of student-centered education, tailored curriculum design, increased engagement, and evidence-based decision-making

What Negotiated Syllabus does?

"Negotiated syllabuses, through their incorporation of students in the curriculum development process, engender heightened levels of engagement and motivation. This approach effectively addresses the prevailing issues within the existing educational framework."

For learners

Students are motivated in the learning process in which the equity of the students' engagement can be promoted

The reasons why we should develop Negotiated Syllabuses (Benefits)

(Breen and Littlejohn, 2000; Macalister and Nation, 2013).

For the learning process

Shifting the class mode from teacher-centered to students-centered

For Teachers

Teachers have concrete basis to design content, activities, and ways of assessment of a particular course (Breen and Littlejohn, 2000)

The Advantages of Negotiated Syllabuses

Customization and Relevance

Empowerment and Autonomy

Negotiated syllabuses allow for customization of the curriculum to meet the specific needs and interests of the learners. This approach ensures that the content is relevant and engaging, leading to greater motivation and participation in the learning process. Learners are more likely to take ownership of their education when they have a say in what they are learning.

Negotiated syllabuses empower learners by giving them a voice in the learning process. Learners can take an active role in shaping their education, which can lead to a greater sense of autonomy and self-determination. This approach also fosters critical thinking and decision-making skills, as learners must evaluate and prioritize their learning goals and objectives.

Andrew Boon: A Case Study

Andrew Boon is an experienced language teacher who has been using negotiated syllabuses in his classes for over a decade. He has found that this approach has helped to increase student engagement and motivation, as well as improve their proficiency. According to Boon, negotiated syllabuses have several advantages over traditional syllabuses. They allow students to have more control over their learning and to focus on topics and skills that are relevant to their needs and interests. This can lead to increased motivation and engagement, as well as improved learning outcomes.

Macalister, J., & Nation, I. S. P. (2013). Case studies in language curriculum design: Concepts and approaches in action around the world. Routledge. https://doi.org/10.4324/9780203847855

Chapter 13: Negotiated Syllabuses: did we want to? (Andrew Boon)

Meijun/Chris GUO

It is often the case that the learner are being exluded from the process of deciding the content and focus of a language course

((Macalister and Nation, 2013)

Key question

As a L2 learner, do you want to be included in the syllabuses design? Or, as an EFL teacher, are you willing to negotiate the syllabuses with your students?

Andrew aimed at examining the willingess both of teachers and learners (key questions) by reflecting on three cases of his experiences.

6-lesson English conversation courses

Pre-designed university syllabuses

3 conducted programmes

10-week Short business course

Japanese employees from different companies wanted to advance their knowledge in bussiness English.

Retirees, homemakers and other social individuals wanted to improve their daily English.

University students who arrived at school after the teacher handed the syllabus to the university.

Strategies mentioned in the chapter

Needs assessment questionnaire

The Pick and Choose Sheet

Pre-class 2

Pre-class

a) The Feedback Sheet b) Survey c) Face-to-face interviews

a) Ongoing needs assessment b) Mid-term Feedback Sheet

Post-class

While-class

Results/findings

Teachers and students' opinions about Negotiated syllabuses?

Students are motivated in the learning process in which the equity of the students' engagement can be promoted

Are they all willing to pursue a negotiated syllabus?

Some yes, some no.

Why?

Because the power of the conventinal view amplified the power imbalances, and teachers and students are impacted by the power of the authority and hierarchical culture.

What can this article contribute to practice/changes?

Xinni ZHOU

Problems

in Our Current Curriculum

Students have little exposure to different translation genres and materials.

Curriculum emphasizes on theory over practice.

Time for translation practice is limited.

how to solve these problems ?

Students' Actual Needs

Less Theory More Practice

A Wide Variety of Translation Materials

Collection and Analysis of Students' Needs

Macalister, J., & Nation, I. S. P. (2013). Case studies in language curriculum design: Concepts and approaches in action around the world. Routledge. https://doi.org/10.4324/9780203847855

2.The Pick and Choose Sheet

1. Needs Assessment Questionnaire

http://www.slideshare.net/lovesongofprufrock/pick-and-choose-sheet

http://www.slideshare.net/lovesongofprufrock/needs-questionnaire

Change

in Our Current Curriculum

Fulfill Students' Needs

Extend the Length of Translation Practice

Add Various Translation Genres into the Practice

Social justice: a fair and equitable division of resources opportunities privileges

(Mollenkamp, 2022)

Potential Challenges

Dexter ZHOU

Making Changes

Gathering Information

Potential Challenges

Gathering Information

1. Vague needs

2. Ambiguous expressions

3. Students' reservation

Boon, A. (2013). NEGOTIATED SYLLABUSES: DO YOU WANT TO? In J. Macalister, I. S. P. Nation (Ed.), Case studies in language curriculum design: Concepts and approaches in action around the world (pp. 166–177). Routledge.

Making Changes

1. Balance between theory and practice

2. Selection of proper materials

3. Conflict between needs

Boon, A. (2013). NEGOTIATED SYLLABUSES: DO YOU WANT TO? In J. Macalister, I. S. P. Nation (Ed.), Case studies in language curriculum design: Concepts and approaches in action around the world (pp. 166–177). Routledge.

Solutions

for Potential Challenges

Pollia WU

Gathering Information

1. Vague needs

2. Ambiguous expressions

Negotiation should be an ongoing process rather than a one-off event. (Macalister and Nation, 2020 )

3. Students' reservation

+ Solution

Making Changes

• Modulate and control theoretical teaching content

(Wrenn and Wrenn, 2009)

1. Balance between theory and practice

• Choose from Authentic Sources
• Pay special attention to Cultural Sensitivity

(Hall, 2016)

2. Selection of proper materials

• Adapt flexible teaching strategies

(Macalister and Nation, 2020)

3. Conflict between needs

References

• Boon, A. (2013). NEGOTIATED SYLLABUSES: DO YOU WANT TO? In J. Macalister, I. S. P. Nation (Ed.), Case studies in language curriculum design: Concepts and approaches in action around the world (pp. 166–177). Routledge.
• Breen, M.P., & Littlejohn, A. (2000). Classroom decision-making: Negotiation and Process Syllabuses in Practice. Cambridge University Press.
• Clarke, D. F. (1991). The negotiated syllabus: What is it and how is it likely to work? Applied Linguistics, 12(1), 13-28. https://doi.org/10.1093/applin/12.1.13

• Hall, G. (2016). The Routledge Handbook of English Language Teaching. Routledge. https://doi.org/10.4324/9781315676203
• Macalister, J., & Nation, I. S. P. (2013). Case studies in language curriculum design: Concepts and approaches in action around the world. Routledge. https://doi.org/10.4324/9780203847855
• Macalister, J., & Nation, I. S. P. (2020). Language curriculum design. Routledge. https://doi.org/10.4324/9780429203763
• Mollenkamp, D. T. (2022). Social Justice Meaning and Main Principles Explained. Investopedia. https://www.investopedia.com/terms/s/social-justice.asp

• Wrenn, J., & Wrenn, B. (2009). Enhancing learning by integrating theory and practice. The International Journal of Teaching and Learning in Higher Education, 21(2), 258–265. http://files.eric.ed.gov/fulltext/EJ899313.pdf

Thank you

Got an idea?

Let the communication flow!

• Generate experiences with your content.
• It’s got the Wow effect. Very Wow.
• Make sure your audience remembers the message.

Provide Three Sheets throughout duration:

• Needs Assessment Questionnaire

• The Pick and Choose Sheet

• The Feedback Sheet

(Boon, 2013)

https://www.slideshare.net/lovesongofprufrock/feedback-sheet-4393329