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After studying the readings from this unit, I have become more familiar with the various acronyms of important guidelines, tests and examinations for TEYL which were previously unknown to me! These include the Common European Framework (CEF) as a guideline which generally has five to six different levels to grade a students' language proficiency, Cambridge Young Learners of English (CYLE) examination which includes separate tests for speaking, reading/writing and listening, leading to higher exams like the Key English Test (KEY) and the Preliminary English Test (PET). I have learnt that before commencing a course or even creating a syllabus, certain preparations need to be done. This includes conducting a Needs Analysis questionnaire to get an idea of students' previous learning experiences and what would be most useful for them to study. Limiting factors such as employer/school expectations, time constraints, resources, cultural issues and students' background should also be considered when designing a course syllabus. It was also helpful to know what the different types of assessment tests are and the purpose they serve. For example, a diagnostic test should be taken before the course begins to assess students' current knowledge and skills in order to design the syllabus, while progress tests help to check the students' learning progress and can inform the teacher if any adjustments are needed in the program. Overall I have a much better idea now on how to prepare for a course syllabus and what factors I would need to consider.
