Negotiated Syllabus for Second Chance Schools (SCSs): Theoretical considerations and the practicalities of its implementation

Valavani Sofia

Second Chance School of Alexandroupoli

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Aims of the presentation In the context of a flexible curriculum, discuss

the issue of syllabus selection for SCSs Provide a theoretical basis for the choice of a

negotiated syllabus by drawing on SCS philosophy, education theories and some research findings

Suggest the adoption of a negotiated syllabus to English Language Teaching in SCSs

Propose a framework and offer some suggestions for its practical realisation

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Second Chance Schools Adult Education General Secretariat established SCSs by

Law 2525/1997under the responsibility of the Institute of Continuing Education for Adults (I.D.E.K.E.)

Flexible and innovative programmes based on trainees’ needs and interests

Emphasise the centrality of the learner and fight social exclusion

Provide with skills and qualifications necessary for trainees to meet the needs in social life and labour market

It is important that the second chance be different from the first chance

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Selecting a syllabus for adult trainees: A look at some theories of adult education

Freire’s view of adult education: personal freedom and development through mutuality with others, participation and negotiation

Constructivism: learners create their own knowledge based on their previous experience and social interactions

Progressivism: finds expression in negotiated syllabi and is concerned with learners’ engagement in selecting learning activities

Experiential learning: the sort of learning undertaken by learners who are given a chance to acquire and apply knowledge in an immediate and relevant setting

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Theories of Adult Education

Adults are active social beings who construct their teaching world through participation, interaction and negotiation

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Why pre-determined syllabi are not appropriate for SCSs All “external” synthetic syllabi seem flawed and

negate the SCS philosophy since they leave the learner out of the learning process

One-way flow of information Lack of negotiation and consultation Trainees are regarded as passive acceptors of

language and not as flexible negotiators Not creatively involved in the design of the

pedagogical programme

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Pre-determined syllabi

The idea, therefore, of just one pre-determined syllabus being a panacea for language teaching and learning in SCSs seems extremely improbable

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Evaluating past course with pre-determined activities Very

satisfiedSatisfied Not

satisfied

a. Achievement of your personal objectives

20% 80%

b. Materials and handouts 10% 10% 80%

c. Tasks and activities 20% 80%

d. Projects 50% 50%

e. Group work 80% 10% 10%

f. Teacher’s involvement 20% 80%

g. Your involvement 10% 90%

h. Visits 50% 50%

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Useful decisions in a SCS class Very useful

UsefulNot

useful

a. Working in groups/pairs. 80% 20%

b. Following teacher’s suggestions about the English course

20% 80%

c. Bringing your own materials in class. 80% 20%

d. Discussing your individual needs/interests with your trainer.

100%

e. Expressing personal opinions about topics and ways of working

80% 20%

f. Designing your own activities 70% 30%

g. Checking your progress. 70% 30%

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Concluding remarks

The data retrieved reveal that SCS trainees need to “have a voice” and get involved in the teaching procedure, participating in classroom decisions.

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The negotiated syllabus According to Breen and Littlejohn (2000:29),

negotiated syllabus seems to distinguish itself from conventional content syllabi by identifying classroom decisions as potentials for negotiationIt identifies:

The “negotiation cycle” (range of decisions open to negotiation and the steps of the procedure)

The “curriculum pyramid” (levels in the classroom curriculum to which the negotiation cycle can be applied)

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The curriculum pyramid: levels of focus for the negotiation cycle (Breen and Littlejohn2000:286)

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A negotiated syllabus (Breen and Littlejohn 2000:287)

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Tools for a negotiated syllabus Negotiating purposes

Initial questionnaires to trainees Learning contracts Weekly planning of sessions

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Sample of initial questionnaire to trainees

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Sample of a learning contract

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Negotiating content Learning plans jointly developed by a

trainer and trainees Trainee-designed activities

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Sample of imaginative writing: Poems

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Evaluation of outcomes Daily/Weekly/Monthly retrospective accounts Reflection charts An assessment (can-do) card Work diaries Reflective learning journals Peer interviews Portfolios One-to one consultations

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Suggested Daily/Weekly/Monthly retrospective account

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Suggested Reflection Chart

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Sample of an assessment (can-do) card

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A suggested structure of a work diary

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Implications and challenges for future research Negotiated syllabus should not replace trainer decision-

making. Trainers remain at the heart of the process Trainers are not committed to trainees sharing in

determining aspects of the syllabus We have not systematically recorded trainee reactions to

these processes It seems a challenging but difficult undertaking for

trainers and trainees A lot more practical experimentation seems essential in

order to expand our understanding of the negotiation process

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Conclusion Such a proposal offers significant opportunities for

developing basic skills and qualifications in SCSs It triggers processes of self-discovery, shared decision-

making and responsibility The unpredictability of the target group and trainers’

thinking from one year to the next is part of the challenge and excitement of a negotiated syllabus

It seems to represent one of the most significant practical and theoretical developments in language teaching in recent years

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Useful Websites http://eclass.gunet.gr/courses/TELEGU181/

(English Literacy for SCSs: a web space for English teachers supported by Bessie Mitsikopoulou)

http://www.ideke.edu.gr/SDE/ (Second Chance Schools in Greece)

http://www.eap.gr/lib/ (Library of Hellenic Open University)

http://www.eaea.org (European Association for the Education of Adults)