Postings,forum Topics Example

Postings,forum Topics Example Postings,forum Topics â€" Assignment Example > Postings, Forums TopicsForum Topic 1.2 â€" Current Issues Relating to the notion of SyllabusThe notion of syllabus has been questioned by various writers. In a lot of learning institutions the syllabus system is mainly fixed especially in the language teaching. One of the writers in regards to the notion of syllabus argued against language syllabus being fixed as it was retrospective in terms of what was being taught in relation to language learning process. In addition, it was argued that various approaches in language teaching were deficiency in curriculum theory in education (Clarke, 1987). According to Stern (1987)the notion of syllabus must include language proficiency, cultural component of the learned language, experiential component and language education that is meant to create awareness among learners in relation to the nature of language. Therefore an important issue in relation to the notion of syllabus involves the involvement of both the narrow and broad definitions of syllabus. Additionally, a more flexible approach should be embraced in relation to syllabus with the main focus being made on flexibility in order to attain competent teachers and satisfactorily language teaching process. Both syllabus and curriculum process are important for the purpose of language learning and the two should not be confused with each other. Syllabus is therefore not static as it keeps on changing in relation to the needs of individual learners. Syllabus is therefore regarded as part of curriculum that should be planned, developed, implemented and evaluated. Furthermore, more research should be conducted so as to reflect a clear picture on the notions of syllabus within the classroom setting in language teaching process (Stern, 1987). ReferencesStern, H. H. (1987). Directions in syllabus design. In M. L. Tickoo (Ed. ), Language syllabuses: state of the art (pp. 19-32). Singapore: SEAMEO Regional Language Centre. Clarke, J. L. (1987). Curriculum renewal in schoo l foreign language learning (pp. 90-107). Oxford, Oxfordshire: Oxford University Press. Forum Topic 1.3 â€" Curriculum TheoryThe term curriculum theory has multiple meaning that can be used in varied situations in the learning process. Curriculum may be taken to mean the holistic programme in the context of an educational institution for instance school curriculum, university curriculum among others. The second meaning may be taken to refer to a course or unit in the context of a specific subject for instance geography or English. In the contemporary times curriculum is used to mean all the aspects of the learning and teaching process that encompasses the content, instructions and exams. Therefore curriculum theory is mainly discussed in terms of educational philosophies. Generally within the curriculum theory there are three educational ideologies: classical humanism, reconstructionism and constructivism (Taba, 1962). Classical humanism aims at enhancing broad intellectual capabil ities for instance the ability classify, evaluate and rebuild the aspects of knowledge. The ideology holds that the content should not be decided by either teachers or students. It is also important to note that the materials are created as course books and there is a great emphasis on conscious and deliberate learning process. The controversial aspect of classical humanism involves the assumption that knowledge is fixed and therefore lack of importance of practical elements. In addition the classical humanism curriculum theory does not assist in the provision of necessary information to both students and teachers. Therefore with these controversial issues in classical humanism there is need to device a curriculum theory that will encompass all the elements that concerns both the teachers and students in the language learning process (Clarke, 1987).