ABSTRACT
This chapter explores the ways in which the terms ‘curriculum’ and ‘syllabus’ have been conceptualized. It identifies the principles around which second langauge syllabuses might be organized, noting the influence of course designers’ beliefs, assumptions and values in the process, and recognizing the syllabus plans and principles are not necessarily realized in practice. As Newby observes, syllabuses provide transparency, clarifying learning objectives for teachers, learners and other interested parties. The chapter examines the role and purposes of assessment and testing within English Language Teaching (ELT), and the dilemmas language testing raises for teachers and policymakers. It explores the key debates surrounding instructional materials within ELT, encouraging readers to reflect upon how materials may support language learning, and the ways in which materials have been critiqued. The chapter considers the links between the dilemmas, debates and interventions and issues concerning values in ELT, language teaching methods and theories of language and of language learning.
