Functional Approaches to Syllabus Design

Functional Approaches to Syllabus Design

• This chapter examines the Council of Europe's contribution to functionally-oriented second language (L2) syllabuses and communicative language teaching approaches.
• It defines a syllabus' purpose and impact on learning and teaching.
• It describes the context of the Council of Europe's early language education work and explains the rationale behind their use of the functional-notional approach.
• The functional-notional approach is illustrated using The Threshold Level (1975), highlighting its impact on language teaching.
• Subsequent Council of Europe publications expanded on functional-notional descriptions of proficiency levels, including Waystage and Vantage.
• The Common European Framework of Reference (CEFR; 2001) is introduced, emphasizing its functional (action-oriented) approach to L2 proficiency.
• The CEFR is language-independent but requires adaptation for specific contexts and target languages.
• The CEFR was used to create a curriculum framework for teaching English as a school language to immigrant pupils in Irish primary schools.

What is a Syllabus?

• A syllabus defines the content of a course of study.
• It can stand alone or be part of a broader curriculum.

Functional-Notional Approach

• A functional-notional syllabus has two main aspects:
  • Communicative functions learners should be able to perform in the target language.
  • Notions/meanings learners should be able to express while performing these functions (general and specific).
• General notions: time, space, quantity, location, and related grammar concepts.
• Specific notions: vocabulary, objects, phenomena, and processes.
• It contrasts with grammatical syllabuses that focus on grammatical structures.

Threshold Level (1975)

• Designed for temporary/tourist encounters with the target language.
• Considers eight sections:
  • Situation Specification:
    • Social Roles
    • Psychological Roles
    • Settings
    • Topics.
• Language activities: oral communication is prioritized.
• Language functions: summaries of functions learners can perform (imparting information, expressing attitudes, getting things done, socializing).
• Topics: behavioural specifications, which are categorized lists.
• General Notions: subdivided into entities, properties/qualities, and relations.
• Specific notions: detailed lists for each topic, though not shown in the provided text.

Common European Framework of Reference (CEFR)

• A comprehensive framework for describing language proficiency.
• Six levels of language proficiency (A1-C2).
• Employs "can-do" descriptors to define language activities and competences.
• Divided into reception (listening/reading), production (speaking/writing), interaction, and mediation.
• Distinguishes between general and communicative language competences.
• Has both global and self-assessment grids for detailed level descriptions.
• Level B1 of CEFR aligns with T-Level.

Irish Language Proficiency Benchmarks

• Developed by Integrate Ireland Language and Training.
• Used to create curricula for English language support for immigrant pupils in Irish primary education.
• Uses the CEFR to define proficiency levels.
• Aligns with the national primary curriculum.