This article looks at the key features of a 'traditional' and 'holistic' language learning syllabus, exploring the theory behind each one and comparing the merits of both.
The traditional syllabus
In traditional syllabuses and materials, linguistic content is primary. The situational and thematic choices are made once the linguistic content has been established. The selection of the linguistic content itself is based on a particular theoretical view of the nature of language and the way in which we acquire it.
An example
The audiolingual method, for example, emphasised a careful sequencing of grammatical structures, which were presented and then repeated, with gradual memorisation of the dialogue. This approach was developed following research by behaviourist psychologists, who saw language as a system of building blocks, and language acquisition as a process of habit formation, through imitation and repetition. Such an approach tends to ignore thematic content, and grammar and vocabulary are presented in isolated sentences without any thematic thread.
Advantages
Traditional syllabuses are suited to some types of learner. Breaking the language down into bits and pieces can help to focus students on a particular aspect of the language and avoid the focus being blurred by other problems of a lexical or phonological nature.
Arguments for a more holistic syllabus
Those who criticise the traditional syllabus argue that it isn't logical to break language into bits and pieces when it is always experienced comprehensively, as a whole. Language consists of more than a stock of objective facts. This means that a holistic approach uses texts, i.e., whole pieces of language, rather than individual sentences, to prepare the learners for the language they will encounter outside the classroom. Widdowson claims that we must progress form learning about the language (language usage), to considering how language works in a communicative sense, (language use), which, 'requires us to go beyond the sentence and look at longer stretches of language.'
This holistic view has gained prominence in recent years. A holistic syllabus will front texts, topics and tasks, placing great emphasis on meaningful communication from the learner's point of view. Texts should be authentic, tasks should be communicative, and learners will be encouraged to respond to the topics and texts, rather than to isolated phonemes and morphemes.
How this works
Whereas traditional syllabuses select language items solely on the basis of linguistic criteria, a holistic syllabus will select the items the learner needs to know in order to get things done, i.e. to complete the task.
Language errors are repaired by the teacher or the class while the students are doing the task. Thus, grammar is taught reactively, rather than pre-emptively. Of course, such approaches throw up their own problems, such as how to order the tasks and how to choose the tasks which learners need. However, adherents of this approach would argue that a focus on function, fluency and use is still more similar to how learners experience the language outside the classroom, than a focus on form, accuracy and analysis.
A comparison of traditional and holistic approaches
| Traditional | Holistic |
| Focus is on language as a sequence of grammatical patterns. | Focus is on communication. |
| Selects language items on the basis of complexity of linguistic criteria. | Selects on the basis of what language items the learner needs to know. |
| Language used tends to be more formal and bookish. | Genuine everyday language is emphasised. |
| Aim is to have students produce formally correct sentences. | Aim is to have students communicate effectively in order to complete the task. |
| Reading and writing are emphasised. | Speaking is given at least as much time as reading and writing. |
| Tends to be teacher-centred. | Tends to be student-centred. |
| Focus is on the form of expression rather than the content. | Resembles the natural language learning process by concentrating on the content / meaning of the expression rather than the form. |
(Adapted from 'The Learner-Centred Curriculum' David Nunan. CUP 1988.)
Summary
Nowadays, many course books opt for a more mixed approach. If you are interested in finding out more about the thinking behind the course book syllabus that you are using, it can be very helpful to read the introduction to the teacher's book, which accompanies your course book. This usually reveals the course book writer's methodology, selection criteria, and approach to grammar and vocabulary. As a teacher, it is very useful to know the ideas behind a particular sequence of exercises or tasks, as this can help you to judge whether or not such an approach is suited to your learners' needs.
Further reading
Dubin, F. and Olshtain, E. (1986) Course Design: Developing Programs and Materials for Language Learning. Cambridge: Cambridge University Press.
Nunan, D. (1988) The Learner-Centred Curriculum. Cambridge: Cambridge University Press.
Nunan, D. (1991) Language Teaching Methodology: A Textbook for Teachers. New York: Prentice Hall.
Comments
Traditional and Holistic syllable
Although the differences between traditional and holistic syllable have been extended, the combination of both within a syllable can produce an exceptional learning outcome.
Comparison of traditional and holistic
Very good article!
We need to adjust in lesson plan!
A bit of both syllabus types.
In one-to-one teaching, I have found that I use a traditional syllabus based on the grammar and pronunciation needs of my client.
Then, as they will need to use the taught language in particular situations, the lesson planning becomes more of a "holistic" experience as we practice the situations in which they will have to apply the acquired language.
A balanced between traditional and holistic
A holistic syllabus focuses on developing students' overall skills, including critical thinking, creativity, and emotional intelligence, making learning more integrated and meaningful. In contrast, a traditional syllabus follows a structured, subject-specific approach that emphasizes discipline and foundational knowledge. While the traditional syllabus ensures clear learning objectives, the holistic approach better prepares students for real-world challenges by fostering adaptability and problem-solving skills. A balanced combination of both can create an effective learning experience.
Comprehensive article
I find this article very helpful. I has clarified the two types of syllabuses separately.
Nice article which help
Nice article which help teacher to be orientate teacher how to begin a course, linked each lesson plan.
A very good article. Combining both approaches in the learning, I think, is very important.