Text-based syllabus design is a practical guide for language teachers working in an outcomes-based curriculum or syllabus framework. It responds to the recent movement towards an approach based on ‘whole texts’ which has influenced major language teaching curriculum and syllabus initiatives in Australia. This handbook explores the implementation of an outcomes-based curriculum in language classrooms. It outlines the principles behind text-based syllabus design, showing how effective practice relates to well researched theories of language and language learning.

Clear guidelines and practical ideas are provided for designing language courses and programs based on whole texts and supporting students to achieve particular learning outcomes.

It also illustrates how to prepare text-based units of work and outlines a well researched classroom methodology. It shows how to analyse learner need and how to integrate the monitoring of learner progress, and the assessment of learner achievement against outcomes, into courses and programs. References and readings are included.

An essential resource for teachers working in the national AMEP, NSW TAFE ESL curriculums, the NSW K-6 English Syllabus and the NSW School Certificate English Course Performance Descriptors.

This book expertly explores text-based syllabus and course design and implementation.
SCAN, April 1999

Text-based Syllabus design fills a real gap in the discussion and understanding of language sylabus types.
VATME Newsletter 84, September 1998