Chapt 10. Negotiated Syllabuses

Chapt 10. Negotiated Syllabuses

1. Requirements for a Negotiated Syllabus

   • Negotiation procedure
   • Course planning; participation
   • Course planning: procedure
   • Course planning: learníng goals
   • Resources and materials

2. Syllabuses with Some Elements Negotiated

   • A fixed lesson or time of the day is set aside for negotiated activities.
   • One or more of the four types of decisions described above (participation, procedure, learning goals, evaluation) is open for negotiation
   • The classes for one or more language skills, such as free-speaking activi ities, are planned through negotiation
   • One or more parts of the inner circle of the curriculum design diagram is open to negotiation.

3. Negotiating Assessment

   • The extent to which students are aware of the criteria being used
   • The relative emphasis given to what they have achieved as compared with what they have failed to achieve.
   • The coincidence between what the feedback focuses upon and what the students themselves have recognised as particularly difíicult for them.
   • Whether or not they believe they can act on the basis of the feedback in a way that solves a recognised problem.

4. Disadvantages and Advantages of a Negotiated Syllabus

   • Disadvantages
     • Learners may be reluctant to negotiate or to let their classmates negotiate because they feel it should be the teacher's expertise guiding the course
     • A fully negotiated syllabus requires considerable teacher skill and time in accessing and producing resources.
   • Advantages
     • Involving the learners in shaping the syllabus has a strong effect on motivation, satisfaction and commitment to the course.
     • The negotiation also develops learners' awareness of the goals of language learning activities and how these goals can be achieved.