The primary ELT syllabus revisited : towards a more communicative approach

Abstract

This dissertation reviewed the existing English Language Teaching Syllabus for State primary schools in Junior classes (Year 3 to Year 6) in view of the theory of a communicative approach to language teaching. The need for rendering the syllabus more communicative stemmed from the results of the survey carried out with teachers and pupils in four State Primary Schools. This need was translated into proposals for a communicative syllabus model. The proposed framework took as its basis the learner needs and the integration of the four language skills, giving importance to communicative functions and the necessary structures needed to fulfill them. This framework was later evaluated by teachers who provided feedback as to its feasibility.