English Syllabus Change on the Basis of School Based Curriculum Development within the Context of a Western Mexican University

Abstract

This study aims to investigate the process of improving the English language syllabus within the context of a
Western University in Mexico. It was an Action Research investigation which involved the participation of a group
of teachers, who played a predominant role during the research, evaluating the original syllabus, producing
descriptions resulting in a detailed characterization of it. They also designed a new syllabus, and finally they
evaluated the process of improving it. Findings of the study demonstrate that language teachers engaged in a process
of analysis and reflection are led to make decisions and changes based on local needs. Findings also demonstrate that,
even when teachers showed the greatest willingness to participate in the study they also faced serious challenges.