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Adopting of a Critical Approach to Curriculum and Syllabus Design
Abstract
Almost all EAP practitioners will have had experience of working with a curriculum and associated syllabus. Indeed, many may have been tasked with devising their own for the classes they teach. As a result, educators will encounter a number of associated challenges which are well documented in literature. Consequently, this article will begin by considering the main tenets and issues within mainstream literature concerning curriculum and syllabus design, while also providing a critical analysis. It will then go on to consider curriculum and syllabus design from a critical perspective. Finally, it will consider how feasible it would be to introduce a critical stance within the professional context already briefly outlined, by considering the potential challenges of such an endeavor highlighting the importance of training and development.
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