3.

1 Approach, Design & Proposal:

In the course design, I've opted for communicative language teaching (CLT), a
widely acknowledged approach in language education (Puchta & Schratz, 2018).
CLT emphasizes meaningful language use, aligning perfectly with the students'
interests and needs as highlighted in Part 1. As suggested by Phillips (2007), this
approach not only builds language proficiency but also nurtures critical thinking
and linguistic development.

To bridge the gap between abstract concepts and concrete understanding, clear
examples and visual aids will be implemented. This approach has been found to
enhance learning (Puchta & Schratz, 2018).

My choice of a topic-based syllabus is influenced by the principle of relevance and

engagement (Nunan, 2005). This approach recognizes the significance of selecting
topics based on students' interests, thereby ensuring their active participation in
the learning process. Moreover, I have incorporated a spiral element in the
course design, a concept rooted in Slattery's work (2006), to revisit and reinforce
crucial vocabulary and grammar elements at the beginning of each lesson. This
aligns with the priority of developing the students' basic language skills.

This blended approach combines both the analytic and synthetic syllabi, offering a
comprehensive learning experience. The analytic syllabus allows for the
breakdown of complex language concepts into manageable, real-life examples
(Puchta & Schratz, 2018). This is crucial, particularly for young learners who
grapple with abstract language rules. On the other hand, the synthetic syllabus
focuses on the practical application of language skills through problem-solving
activities and critical thinking tasks, in line with the course's fourth priority
(Phillips, 2007).

Our course design is process-oriented, emphasizing continuous assessment of

students' development throughout the course. This approach ensures that
learning is not merely a product but an ongoing journey. It is essential to provide
students with an environment where they can actively engage in their learning,
aligning with the student-centered philosophy (Nunan, 2005).
Furthermore, our course structure combines both linear and spiral elements. We
initially concentrate on building students' fundamental grammar and vocabulary
(linear). However, we consistently revisit and connect these concepts in later
lessons (spiral) to reinforce learning, in addition to engaging tasks in the main
section (App 1, Fig 12). This ensures that students progressively develop their
language skills and comprehension as the course goes on.

3.2 Course Objectives

By the end of the course learners will Related to the learners’ weaknesses/
be able to: priorities number:
1. talk about/ give answers for a longer
period of time using the correct tense.
W2, P2
(Teacher: Is it about future plans or
past experiences? Ss: Future plans.)
2. agree and disagree politely using “I
see but...., I think ......, How about ....., W1, P3
etc.
3. give reasons for their opinions.
(Giving reasons and extending answers
W3, P4
using because, so, but, etc. for the
Topic: Travelling.)
4. develop basic presentation skills.
(Speaking clearly in front of class, using P1
visuals, handling feedback, etc.)

3.3 Materials and Content:

The selection and organization of materials and content in this Young

Learners (YL) course proposal are driven by the need to align with the
course objectives while ensuring an engaging and effective learning
experience. This section delves deeper into the design and rationale
behind the materials, drawing inspiration from educational principles
and accommodating YL's specific needs and preferences.
Scaffolding for Effective Learning:

The materials and content are meticulously structured to provide YL

with a scaffolded learning experience (Church, 2010). Recognizing that
YL may encounter challenges in language accuracy, especially when
dealing with complex language forms (App 2, Fig 1), this approach is
vital. The scaffolding model in education involves breaking down
complex concepts into more manageable steps, starting from simpler
tasks and gradually progressing to more complex ones.

Incorporating Learner Preferences:

A fundamental principle in educational course design is to make the

learning environment engaging and relevant to learners (Nunan, 2005).
Acknowledging YL's strong interest in the topic of "traveling" (App 1,
Fig 1, 3, 5, 6), we ensure that our materials and content revolve around
this subject. This approach not only captures their interest but also
establishes the content's relevance to their lives. By creating materials
related to their favorite topic, we facilitate a more engaging and
motivating learning experience.

Collaborative Learning and Social Constructivism:

The inclusion of pair/group activities (App 1, Fig 7) responds directly to

the caregivers' preferences for such collaborative learning experiences.
This approach is rooted in social constructivism, a learning theory that
posits that learners actively construct knowledge through interaction
with peers (Vygotsky, 1978). Collaborative activities encourage YL to
work together, share ideas, and develop social skills. Through group
interactions, they not only construct knowledge but also gain valuable
experience in communication and cooperation, which aligns with the
course objectives.

Test, Teach, Test (TTT) Approach:

The three-part structure of our materials adheres to the Test, Teach, Test
(TTT) approach (Read, 2007). This approach provides a systematic and
cyclical learning process. In the initial "test" phase, students are assessed
to gauge their current understanding and proficiency levels. This
assessment serves as a diagnostic tool, helping the teacher identify areas
of strength and areas that require improvement.

The "teach" phase involves delivering instruction, where necessary, to

equip YL with the essential language skills and knowledge they need. In
this phase, the teacher can address specific language forms, vocabulary,
or concepts that were identified as areas requiring improvement in the
initial assessment.

Finally, the "test" phase is repeated, allowing for the evaluation of YL's
progress. By retesting, we measure the effectiveness of the teaching
phase, ensuring that the content and instruction provided are tailored to
the learners' needs. This cyclical approach ensures continuous
improvement and customization of teaching to align with YL's evolving
requirements.

Incorporating these principles and approaches into the materials and

content selection not only enhances the learning experience but also
ensures that YL's individual needs and preferences are considered
throughout the course.

3.4 Constraints

There are no known constraints to the course design.