Plans and programmes

This chapter surveys major approaches to syllabus design in language teaching, focusing on how content is selected, organized, and aligned with learner needs. It first examines structural syllabuses, which sequence grammatical structures according to criteria such as simplicity, frequency, utility, and teachability. It then explores notional and functional syllabuses, highlighting the central role of needs analysis in determining relevant situations, activities, notions, functions, and exponents. The discussion extends to Languages for Specific Purposes, negotiated syllabuses, and the challenges of teaching learners with diverse or unpredictable needs. The chapter also considers the rise and limitations of notional and functional approaches, leading to the development of multidimensional syllabuses that integrate several organizational principles. Content-Based Instruction (CBI) and Content and Language Integrated Learning (CLIL) are presented as models that prioritise subject matter as the driver of language development. The chapter concludes with an overview of technology-assisted learning and the evolving role of digital tools in language education.