Professional Documents
Culture Documents
Social Factors
Project Factors
Institutional Factors
Teacher Factors
Learner Factors
Adoption Factors
Profiling the factors identify in the situation
analysis
Introduction
Language programs are carried out by a particular
situation
Clark (1987, xii) comments:
Introduction
Example 1:
Situation:
1) foreign experts write a series of English textbooks
2) textbooks design to produce an oral based-language
course
Problem: very few teachers end up using new course and
revert to using the old government-provided textbooks
Comment:
1) new materials should be gradual
Introduction
Example 2:
Situation:
1) introduce English from third year of elementary school
2) produce new books
Problem:
1) few people review the materials
2) many complaints from teachers
Comment:
1) should be provided consultation with classroom teacher
2) do pilot testing
Introduction
Example 3:
Situation: a private university will produce their own
materials and publish them
Introduction
the procedure of institution:
(a) consultation with representatives: parents, students,
teachers
(b) study and analysis of relevant documents: government
reports
1. Societal factors
foreign language teaching in different countries:
the role of foreign languages, their status in the curriculum,
educational traditions and experience in language teaching,
and the expectations that members have for language
teaching and learning
Holland: schools offer a range of foreign language
United States: foreign languages in the school
1.Societal factor
1.
2.
3.
4.
5.
6.
7.
8.
9.
Policy maker
Educational officials
Employers
The business community
Politicians
Educational specialist, organizations
Parents
Citizens
Students
1.Societal factors
1.
2.
3.
4.
1. Societal factors
Example 1:
Situation: focus on communicative curriculum and
downplay grammar
1. Societal factors
Example 2:
Situation: an integrated-skills syllabus
Problem: employers complain school leavers dont
and employment
2) should consult employers
2. Project factors
the curriculum projects are produce by a team of people
(classroom teacher & other staff of a teaching institution)
2. Project factors
Example 1:
Situation: to develop a set of course materials, one of
the senior teacher is put in charge.
Problem: team members cannot agree with the goal and
writing materials
Comments:
(1) the appropriate qualifications and experience
2. Project factors
Example 2:
Situation:
1) a textbook writer needs help in developing a textbook
series, she hires three graduate students
Problem:
1) no skills to write independently
2) undertake little more than secretarial role in the project
3) cause intention and bad feeling
Comments: should test graduate students ability before
signing contract
2. Project factors
Example 3:
Situation:
1) design a national textbook project
2) recruit professional writers
Problem:
1) few appropriate applicants: inexperienced and unsuitable
2) problem on the leader and disruption of the project
deadline
Comments:
1) put more focus on the role of project director
2) solve communication difficulties
3. Institutional factors
Institution : a university, school, or language institute
=> create their own culture
Morris (1994, 109) observe :
confrontational relationship
Their ways of doing thing: textbooks or course guides
3. Institutional factors
Institutions have different levels of professionalism
1) strong sense of professional commitment
2) a culture of quality influence the operations
Physical aspects
1)resource
2)references room
3)pohtocopier
4)textbook, materials
3.Institutional factors
Institutional factors relate to the following questions:
3. Institutional factors
Example 1:
Situation:
1) the owner of private language institute want to solve
some problems
2) new director proposes excellent rationale
Problem: teacher resist it and dont want to do changes
Comment:
1) teachers can involved in revamping and negotiating
with the schools owner
3. Institutional factors
Example 2:
Situation: the school does not provide them with the
continued source of professional satisfaction they
need.
Problem: the institute is short of key teachers
Comment: provide with appropriate remuneration
(ex: mentor teachers, teacher trainers, or teacher
researchers)
Teacher factors
Teachers are a key factor in implementation of
curriculum changes.
Dimensions:
a) language proficiency
b) teaching experience
c) skill and expertise
d) training and qualification
e) morale and motivation
f) teaching style
g) beliefs and principles
Teacher factors
Others factors that need to concerned:
Teacher factors
The importance of planning a language program:
1) what kind of program will teacher depend on?
2) what is the achieving goal ?
Teacher factors
Example 1:
Situation: implement a new task-based approach
Teacher factors
Example 2:
Situation: use teachers own materials
Learner factors
Learners are the key participants in curriculum
development project
Learner factors
Learners may affect the results of projects in unexpected
ways
a) fail to see any links between the book and an
examination
b) school bag are not big enough to provide other
English books
c) learning purpose may turn out to be off target
Learner factors
Relevant learner factors:
1) past language learning experiences
2) motivation
3) expectations for the program/teachers/ learners
4) expectations for the instructional materials
5) language teaching reflect any culturally specific
factors
6) homogeneous or heterogeneous group
7) learning approach
8) content
9) time to put into the program
10) learning resources
Learner factors
Example 1:
Situation: 1) an intermediate level conversation course
2) teacher uses many kinds of classroom
activities
Problem: 1) students cannot see any point of attending
classroom activities
2) students request teacher- directed
activities/error correction
Comment: 1) the goal should be clearly explained
2) questionnaire should be used
3) set up a better orientation and methodology
Learner factors
Example 2:
Situation: 1) foreign experts devise an oral communication
skill program
2) the program reflects Western views of
teaching and learning
Problem:
Learner factors
Example 3:
Situation: 1) Young Western English teacher
2) relax and informal classroom atmosphere
Problem: unprofessional
Comments: 1) teachers should be trained
2) informed of students/institutions
expectations
Adoption factors
Consider the relative ease or difficulty of introducing
change into the system
1) affect teachers pedagogical value and beliefs
2) understanding of the nature of the language
3) second language learning
4) classroom practice
5) teaching materials
Adoption factors
Some questions need to be asked:
1) what advantages does the curriculum change offer
2) How compatible is it
3) Is the innovation difficult to understand
4) effect
5) have the features and benefits been clearly
communicated to teachers
6) how clear and practical is it
(Morris 1994, 109)
Adoption factors
Practicality is also a significant issue
Communicative Language Teaching > Natural Approach
(materials and textbooks)
(only a set of guidelines)
Adoption factors
Example 1:
Situation: new state textbook
Problem: 1) material difficult to use
2) unsuitable for large classes
3) some of the content is unsuitable for target
population
Comments: material should be introduced in selected
schools first
Adoption factors
Example 2:
Situation: 1) English is the first time to be introduced in an
EFL country
2) hire and given teacher-training program by a
foreign expert
Problem: local trainers use traditional way of teaching
Comments: 1) should spend more time on selecting
trainers
2) trainers should also provide feedback on
the trainers performance through workshop
Negatives
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