A Flexible Approach to the EGP Syllabus: Why It Is Possible

Concilianus Laos Mbato(1*),

(1) Sanata Dharma University, Yogyakarta
(*) Corresponding Author

Abstract


Curriculum, and its ensuing syllabus, may reflect various competing ideologies rather than merely being a vehicle to promote quality teaching and education. In practice, English teachers may have to encounter and confront an imposed curriculum, and syllabus, in thier EGP classes. Despite such imposition, this article argues that they can and should adopt a flexible approach to the document in order to cater for learners varied and changing learning needs. To achieve the aim, this article draws on theories of curriculum and discusses core issues in the teaching of English for Specific Purposes. A particular focus is then given to teaching practices in EGP classrooms where teachers interpret and implement a curriculum. A flexible model to the syllabus is offered.

Keywords


EGP (English for General Purposes), ESP (English for Specific Purposes), Curriculum, Ideologies, Syllabus, Needs analysis, and a flexible approach

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References


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DOI: https://doi.org/10.24071/llt.v17i1.275

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 LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201, is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.