Views are my own in this post.
I teach from a synthetic syllabus at my school and the following attributes are true of it…
- it’s a covert linguistic syllabus (notional-functional)
- it’s task-supported (rather than task-based)
- the tasks are built on structure-trapping rather than target tasks based on learner needs. However, learners can opt to follow a particular pathway (e.g. work, study) which helps ‘personalise their learning journey’ (to an extent)
You could level plenty of criticism towards the approach – I do love ranting about this myself sometimes. In a nutshell: it’s tblt with small letters, as Mike Long (2015) would put it, and with that his awesome book on TBLT (note the capitals) would pay it no further attention. The “tasks” are more like “situational language exercises” (Cunningham, in Ellis 2009), and would likely lead to “encoded usage” rather than “purposeful use” (Widdowson 2003). I’ve heard some teachers call it worse than that – “McDonaldsy” and “glorified PPP” being some of the softer terms.
I get the PPP thing. (more…)