Types of English Language Teaching (E.L.T.) Syllabi

Following is the lecture notes compiled by Vidya of III JPEng.
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Before we get into the types of Syllabi (in English Language Teaching), we must understand some of the basic concepts. They are as follow;

Programme- It is the entire degree one is enrolled for within which plenty of other courses are available. E.g. B.A. which offers you many other courses within it.
Course – is the path one has taken in the programme available such as B.A. in Journalism and so on.
Paper- Course and paper are usually used interchangeably.
Subject -The principal theme, or leading thought or phrase, on which a composition or a movement is based. In educational field it applies to a particular theme or topic within the course. For e.g. Psychology, English etc.
Curriculum- All that one has to do in order to get through a programme to have mastery over it. Many medical colleges for instance ask the students to complete a year of bond before giving them a degree of MBBS or BSc. Nursing.
Syllabus- Which is directly linked to paper/subject of teaching, or description of what is to be learned. It is an outline or a summary of the main points of a text, lecture, or course of study.
Course plan- on the other hand is about ‘how’ to teach that syllabus, what is going to be covered, how much time required and so on.

Syllabi:
Syllabi are positioned into various categories:
1) Procedural syllabus: Where in one decides / explains step by step the development of ideas or learning situations.
2) Cultural syllabus: It assumes that learning habits across the world are not similar. Every culture has a particular way of teaching language. E.g. one trained in India to ‘reproduce’ what is taught finds it difficult to understand and cope with the demand of ‘production’ of knowledge when studying in Europe.
3) Situational syllabus: Structured, but assumption is that if situations are created then learning happens faster.
4) Structured/Formal syllabus: In which there is assumption that one has to introduce language in terms of its complexity.
5) Multidimensional syllabus: This takes care of many situations, not focusing on one dimension of language learning but taking care of all the aspects.
6) Task-based syllabus: In which one looks at the task at hand. Thus there is an assumption that by giving various tasks can lead to learning of many words, vocabularies so on.
7) Process syllabus: Type of syllabi where learners are engaged in evolving the syllabus. However at the end everything is in teacher’s control.
8) Learner-led syllabus: Slightly different from process syllabus, in which learner is constantly interacting with the syllabus.
9) Content based syllabus: In which focus is given on content such as poem, essay, story and so on.
10) Proportional syllabus: a different type of syllabus wherein language is learned in proportion, as in one learns what is required of him in a given situation