Conceptualizing Content

Conceptualizing Content

1. Points to consider..

   • ○ Conceptualizing the content involves making choices.
   • It is a recursive process like writing
   • Syllabus are transformed in its implementation.
   • Influence in conceptualizing the content by the teachers
     • Their current thinking
     • Their beliefs
     • The way they were educated
     • The institutions and community they work in
   • It is more than planning, it is translating the course in something more tangible and usable.

2. What Does it Mean to Conceptualize Content?

   • Think about your students
     • Who they are
     • Their needs
     • The purpose of the course
     • What they need to learn
   • Make decisions of the content
   • Organize the content
     • The objectives, materials, sequence, and evaluation
   • The product is like a syllabus
   • It delineates what you will teach
   • It can be...
     • A mind map, a grid, a list, a flow-chart

3. Questions that Guide Conceptualizing Content

   • 1. What do I want my students to learn in this course, given who they are, their needs, and the purpose of the course?
   • 2. What are my options as to what they can learn?
   • 3. What are the resources and constraints of my course?
   • 4. What are the relationships among the options I have selected?
   • 5. How can I organize these options into a working plan or syllabus?
   • 6. What is the driving force or organizing principles that will pull my syllabus together?

4. What Makes Up the Content of Language Learning?

   • Language
     • Linguistic skills
       • The language itself
       • They make up the sentence level of the language
       • Structural syllabus or a formal syllabus
       • The structures
         • Grammar, pronunciation and lexicon
     • Situations
       • It is the contexts in which one uses languages.
       • It can be in interactions and transactions
       • Situational syllabus
     • Topics or themes
       • Topics
         • They are what languages is used to talk or write about
         • They may be...
           • Personals
             • Family, hood, and hobbies
           • Professional
           • Sociocultural
             • Education, political systems, and cultural
         • Topical syllabus
       • Theme
         • They are broader relative to topics
         • They may tie a group of topics together
         • Thematic syllabus
     • Communicative Functions
       • They uses language with functions
         • Persuading
         • Expressing preferences
         • Apologizing
       • They are paired with situations
     • Competences
       • They unite situations, linguistic skills, and functions
       • They attempts to specify and tach the language and behavior needed to perform in a given situation
       • The elements can be specified and measured
     • Tasks
       • They are interactions to get something done
       • It is focused on the process rather than the product
       • They use actions and interactions, not as a result of the interaction
       • They involves negotiations
       • Task-based syllabus
     • Content
       • It is subject matter other tan language itself
       • Content-based syllabus
     • Skills
       • They are called skills-based syllabus
       • Speaking
         • Knowing how to negotiate turn-taking and producing fluent stretches of discourse
       • Listening
         • Listening for gist, for tone, for invitations to take a turn
       • Reading
         • Predicting content, understanding the main idea, interpreting the text
       • Writing
         • Using appropriate rhetorical structure, adjusting writing for a given audience, editing one's writing.
     • Genre
       • Text with purposes within a social context
       • They use the systemic functional model of language
       • The language is a resource for making meaning and texts as the vehicle language users construct to make meaning
       • Shaped by social context and interpersonal relationships
       • They use lexicogrammatically, discourse and sociocultural level
   • Learning and the learner
     • Affective Goals
       • Learners' attitudes toward themselves, their language, and culture
       • Students develop a positive and confident attitude toward oneself
       • Students learn to take risks and to learn from one's mistakes
     • Integrated skills
       • How one interacts with others to promote learning
     • Learning Strategies
       • How one learns
       • There are cognitive and metacognitive strategies
       • To learn effectively and efficiently
       • They help students become aware of how they learn and to continue learning beyond the classroom
   • Social context
     • It involve choosing and using the appropriate language and extralinguistic behavior
     • It depends on the setting, the purpose, the role and the relationship
     • It uses the register
     • Sociocultural Skills
       • It involves understanding cultural aspects
         • They are like identity, values, norms, etc.
       • Cultural identity
       • It helps to adapt to a target culture
     • Sociopolitical Skills
       • It involves learning to think critically and take action for effective change
       • They are mostly positive changes
       • Participatory syllabus
       • It involves the effectively participation in one's community
         • They are like medical, school, working.

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