Chapter 6, Richards 10 Syllabus Types

Richards, J. (2001). Curriculum development in language teaching. Course planning and syllabus design. (pp. 145-197). New York: Cambridge University Press.

There are ten syllabus designs that this chapter discusses and describes the elements in each that concentrates on grammatical, lexical, functional, situational, topical or content-based, competency-based, skills, task-based, and text-based.
Grammatical syllabi map out grammar items that go along with possible lesson content using topics, skills and activities that form the course. Language syllabi differ from each other in that respect even though they are focusing on the same levels of proficiency. This assumption focuses on grammar and is a main component in learning a second language. I can see the problem where only focusing on the grammar content that does not include elements bigger than the sentence structure, form, and communication skills. Communicative competence plays a big role in grammar, therefore it should not be ignored when teaching a second language. In my course design I do have to teach the grammatical component of learning English and even Village English styles.
Lexical syllabi concentrates on the word lists that are part of the second language vocabulary that is used in elementary, intermediate, upper intermediate and advanced levels of teaching language. This is only one strand of a language course that would be more comprehensive. Students learn the first 500, 1,000, 1,500, and 2,000 words in a language which starts the process of learning new words commonly used in a second language. In my course design I do concentrate in literacy the first 100 words that are known as fry words that students need to know to be able to read. This sometimes is a problem because I can see teachers easily using this method to teach words in isolation and therefore students will not be able to connect their vocabulary to other content areas.
Functional syllabi help students learn communicative competence rather than just focusing on language components which were the main content criteria up until the 1970's. It focused on younger learners purpose of using English for social survival and travel purposes. They miss some components of grammatical knowledge for the learners because it has a phrase-book approach that teaches English without focusing too much on all grammatical rules. I like this approach for the non-graded approach to learning English for my primary students. In my course design, I would not use it strictly as my curriculum focus because I do have to include grammatical knowledge for my students, but the overall approach is fine with me. I just have to make sure that I don't overemphasize the concepts, without including the whole approach to learning English for my students.
Situational syllabi are centered on language needed to fit a certain situation. If you are a hotel, the focus will be on situations that you might encounter in a hotel setting. Focuses on transactions that occur in language and the type of behavior that happens in that particular setting. Problems include having the situation language transfer to other situations that may occur and not being able use the needed language in another situation. It is different than my design where I don't use language based on only one setting or situation. Ideally I would like to teach language based on the funds of knowledge I would gather from my class.
Topical or content-based syllabi has the content as the starting point rather than grammar, functions, or situations. Comprehension is a major outcome. Topics is the focus and that can either be a good thing or a difficult one and requires different levels. It has a major dilemma issues about assessing for content or language basis.
Competency-based syllabi focuses on specific competencies that learners are able to develop proficiency in. Widely used in social survival and work-oriented programs for essential skills, knowledge, and attitudes for effective skills in those situations. Critics don't like that it is focuses on observable behavior and not on the question aspect of the program. In my course design I would use it for directions on how to cross the street in the city.
Skills syllabi would be utilizing listening, speaking, reading and writing as the focal point and teaches students how to pass entry level University classes, as a specific example of how to focus the syllabus. Students learn note taking and how to take notes in a lecture. Does not focus on global and integrated communicative abilities. In my course design I would not use this so much because I teach primary students in the primary level of language usage.
Task-based syllabi focuses on tasks students will do in their language lessons. Tasks are related to real-life language use. Students learn how to use language through a series of activities that teach them about most content areas. Two common tasks are pedagogical and real-world tasks. Both help students to naturally learn language through the tasks rather than focusing on grammatical acquisition. In my course design I would use tasks as a way to create lessons that are creative and engaging to students.
Text-based syllabi is an example of an integrated syllabus that combines and includes various types of syllabi. It provides guided text practice for students who are developing their language skills for meaningful communication. One of the criticism is that it may be impractical in many situations. In my course design I would like to think that I would use it, but I need to figure out how it would fit into my cultural component of learning Yup'ik in my primary classroom.