The current practices and shortcomings of engineering students' English language teaching (ELT) syllabi were examined from the perspectives of learners and teachers in English as a foreign language (EFL) context. The syllabi included content that had little impact on students' communicative competence in English (CC-E). Students were generally…

The present century is characterized by the speed and influx of information. Given that everyday life both at home and work is flowing at head-spinning speed, the time comes fore as a crucial entity to process mountains of information produced and transmitted to the furthest places in the world with a simple click. In brief, time is a precious…

The paper reports on the findings of a PhD study exploring the implications of the separation between language and content in Modern Languages for students' development of intercultural competence and criticality across four universities -- two in the US and two in the UK. In particular, it exposes the diverse views students developed on the…

Whole language content lessons are recommended as a means for teachers of English as a second language to help their students develop both communicative and academic competence. Whole language is an approach to teaching that relies on the principles that lessons should: (1) progress from whole to part, (2) be learner-centered, (3) have meaning and…

Some aspects of planning second language programs along communicative lines are examined, and a framework for planning communicative classroom activities is described. The problem of determining whether to start planning with methodology and materials or overall curriculum design is discussed at length. A practical solution, a teacher's handbook…

The general language education syllabus, proposed as one of four syllabi resulting from Canada's National Core French Study, is described, with suggestions for content and general objectives. A four-stage teaching approach, teacher planning process, possibilities for facilitation integration with the other syllabi, and the role of this syllabus…

The task force report on the culture syllabus, one of four syllabi in the recommended new Canadian core French curriculum, reviews literature and present practice, outlines syllabus objectives, lists content, and suggests a scope and sequence and methodology. Notes on integration with other syllabi, teacher training, and evaluation are included.…

Delaware's standards for modern language curriculum content in public schools are provided for teachers' use in coordinating instruction. Teachers are encouraged to use communicative, student-centered classroom activities and to reinforce and expand the material in successive instructional units. The guide consists of introductory sections on the…

Canada's recommended new core French syllabus focuses on formal aspects of language while always taking into account the message and the communicative setting. Content is based on existing curricula and language sciences. Three components are included: setting, discourse, and grammar, with emphasis on the form/function relationship and correct…

The contributions of the teacher education and professional development task force to the implementation of Canada's proposed multidimensional core French curriculum are discussed. The professional development kits produced by the group are critiqued, highlighting the best features and examining solutions to problems found in the materials. (22…

Many teachers feel that the primary goal of language education is the development of communicative rather than linguistic competence. This shift in focus has affected syllabus design. However, no single syllabus appears satisfactory by itself. The grammatical syllabus is effective to instill in learners automatic production of accurate structural…

The communicative/experiential syllabus explores new ways to teach and learn language, addressing concerns that language instruction focuses narrowly on the analytical aspect of language learning. In the syllabus, the classroom is considered a rich and authentic environment for experiences based on content, not just language, contributing to…

Most textbooks for teaching foreign languages have as their basis a grammatical syllabus. The theory has been that it is easier for students to learn a language if they are exposed to one part of the grammatical system at a time. Recently critics have questioned this theory, arguing that the grammatical syllabus fails to provide the necessary…

Singapore's grammar-based English language syllabus and the wide range of native languages and English oral ability among secondary school students make the second language teaching situation complex and the use of the communicative approach challenging but not impossible. While grammar is an essential element of second language proficiency, it is…

Papers in this journal issue concern various aspects of foreign language syllabus construction. Titles and authors are: "The Threshold Level: A Notional-Functional Syllabus" (Barbara F. Matthies); "Functions of Grammar in a Language Teaching Syllabus" (William E. Rutherford); "Communicative and Grammatical Syllabuses to…