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Exploring Curriculum Alignment through Syllabus Document Analysis: From National Language Policy to Local ELT Practice

Journal Article


Abstract


  • Effective syllabus document design hinges on an alignment between learning objectives, teaching principles

    and curricular policy. Much of the work on syllabus design in the English Language Teaching (ELT) context

    focuses on the implementation of language teaching principles, such as those from the Communication

    Language Teaching (CLT) approach. Limited attention has been paid to this alignment, which is pivotal for

    ensuring the coherence and consistency between the intended outcomes, content selection and

    organisation, and assessment tasks. Employing qualitative document analysis (QDA), this study identifies the

    core syllabus elements and their alignment with current teaching approaches in twelve, localised ELT

    syllabuses. Utilising elements from Richards and Rodgers’ (2014) methods analysis and Nunan’s (1988)

    syllabus design, the analysis demonstrates that while CLT principles have been incorporated into the

    syllabuses, misalignments remain, such as those between intended objectives and assessment tasks. This

    paper offers an analytic framework to guide teachers in designing a more closely aligned syllabus and making

    visible its connections.

Publication Date


  • 2021

Citation


  • Wotring, A., Chen, H., & Fraser, M. (2021). Exploring Curriculum Alignment through Syllabus Document Analysis: From National Language Policy to Local ELT Practice. Iranian Journal of Language Teaching Research, 9(2), 57-72. doi:10.30466/IJLTR.2021.121045

Scopus Eid


  • 2-s2.0-85110973919

Start Page


  • 57

End Page


  • 72

Volume


  • 9

Issue


  • 2

Abstract


  • Effective syllabus document design hinges on an alignment between learning objectives, teaching principles

    and curricular policy. Much of the work on syllabus design in the English Language Teaching (ELT) context

    focuses on the implementation of language teaching principles, such as those from the Communication

    Language Teaching (CLT) approach. Limited attention has been paid to this alignment, which is pivotal for

    ensuring the coherence and consistency between the intended outcomes, content selection and

    organisation, and assessment tasks. Employing qualitative document analysis (QDA), this study identifies the

    core syllabus elements and their alignment with current teaching approaches in twelve, localised ELT

    syllabuses. Utilising elements from Richards and Rodgers’ (2014) methods analysis and Nunan’s (1988)

    syllabus design, the analysis demonstrates that while CLT principles have been incorporated into the

    syllabuses, misalignments remain, such as those between intended objectives and assessment tasks. This

    paper offers an analytic framework to guide teachers in designing a more closely aligned syllabus and making

    visible its connections.

Publication Date


  • 2021

Citation


  • Wotring, A., Chen, H., & Fraser, M. (2021). Exploring Curriculum Alignment through Syllabus Document Analysis: From National Language Policy to Local ELT Practice. Iranian Journal of Language Teaching Research, 9(2), 57-72. doi:10.30466/IJLTR.2021.121045

Scopus Eid


  • 2-s2.0-85110973919

Start Page


  • 57

End Page


  • 72

Volume


  • 9

Issue


  • 2