In this video, Lindsay Clandfield discusses the history and future of the language teaching syllabus. He describes the syllabus as a “travel itinerary” that decides what to teach and in what order [02:14].
Clandfield explains how modern coursebooks have moved from simple grammar lists in the 1960s to highly intricate systems [11:36]. Today’s syllabi include many layers, such as:
- Structural (grammar) and Semantic (functions/meanings) [08:47].
- Thematic (topics) and Vocational skills [09:16].
- Critical thinking, phonology, and social-emotional needs [14:42].
The speaker highlights the dilemmas writers face. For example, corpus data might show the past simple is very frequent, but teachers often prefer teaching the present continuous first because it feels easier to learn [04:49].
Finally, he suggests three ways teachers can adapt these complex syllabi:
- Selecting content: Omitting parts that are “gated off” or less useful [16:12].
- Flipped methodology: Assigning grammar or reading as homework to save class time for communication [16:29].
- Replacing content: Using AI or personal materials to swap out texts or videos [17:03].
He concludes by introducing a new way to “tag” content in books, helping teachers see which parts are essential and which can be easily replaced [22:46].
