esp Chapter 4

8/10/2019 esp Chapter 4

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Social Factors

Project Factors

Institutional Factors

Teacher Factors

Learner Factors

Adoption Factors

Profiling the factors identify in the situation

analysis


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Introduction

Language programs are carried out by a particular

situation

Clark (1987, xii) comments:

A language curriculum is a function of the

interrelationships that hold between subject-specific

concerns and other broader factors

The purpose of situation analysis is to identify the

potential impact on the project.


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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

2) provide more teacher training


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Introduction

Example 2:Situation:

1) introduce English from third year of elementary school

2) produce new booksProblem:

1) few people review the materials

2) many complaints from teachersComment:

1) should be provided consultation with classroom teacher

2) do pilot testing


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Introduction

Example 3:

Situation: a private university will produce their own

materials and publish them

Problem: few other institutes or schools want to use

them

Comment: should do some market research


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Introduction

the procedure of institution:

(a) consultation with representatives: parents, students,

teachers

(b) study and analysis of relevant documents: government

reports

(c) observation of teachers and students in relevant

learning settings

(d) surveys of opinions of relevant parties

(e) review of available literature related to the issue


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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 languageteaching and learning

Holland:schools offer a range of foreign language

United States:foreign languages in the school

curriculum is neither strong nor secure.


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1.Societal factor

The impact of societal factors on languageteaching: groups in the community or society:

1. Policy maker

2. Educational officials

3. Employers

4. The business community

5. Politicians

6. Educational specialist, organizations

7. Parents

8. Citizens

9. Students


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1.Societal factors

The case of projects of community ornational scope, some questions shouldnoted:

1. What are current teaching policies?2. What are reasons for the project?

3. What impact will it have?

4. What language teaching experience andtraditions exist?

5. What are the views of professionals, parents,students, and employers?

6. What community resources are available?


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1. Societal factors

Example 1:

Situation: focus on communicative curriculum and

downplay grammar

Problem: parents view & textbooks

Comment: should communicate with parents the

intension & textbooks should be reviewed


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1. Societal factors

Example 2:

Situation: an integrated-skills syllabus

Problem: employers complain school leavers dont

have enough language skills for work purpose

Comment:

1) the course should be considered vocational schools

and employment

2) should consult employers


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2. Project factors

the curriculum projects are produce by a team of people

(classroom teacher & other staff of a teaching institution)

Constraints: time, resource, and personnel

Some project factors need to be considered:

1. Who constitutes the projects group?

2. What are the management and responsibilities?

3. How are goals and procedures determined?

4. Who reviews the process of the project?

5. What experience, resources, and time frame of the


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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) better communication

(3) specifications of roles


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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 project3) cause intention and bad feeling

Comments: should test graduate students ability before

signing contract


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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


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3. Institutional factors

Institution : a university, school, or language institute

=> create their own culture

Morris (1994, 109) observe :

Schools develop a culture, ethos or environment

Teaching Institution: teacher, groups, and departments

Their functioning: in unison, independently, or

confrontational relationship

Their ways of doing thing: textbooks or course guides


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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


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3.Institutional factors

Institutional factors relate to the following questions:

What leadership is available? What are the physical resource?

What is the role of textbook? What is staff morale like? What problems do teachers face? What administrative support is available?

What reputation does the school have?


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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

2) some teachers should be replaced with teacher who are

open to accept the change


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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)


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Teacher factors

Teachers are a key factor in implementation ofcurriculum changes.

Dimensions:a) language proficiencyb) teaching experiencec) skill and expertise

d) training and qualificatione) morale and motivationf) teaching styleg) beliefs and principles


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Teacher factors

Others factorsthat need to concerned:

1) currently teach in the target schools

(background/ training/ experience/ motivation)

2) proficient in English3) beliefs

4) teaching load/ resources

5) typical teaching methods

6) to what extent are teachers open to change?7) retraining

8) suggestions


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Teacher factorsThe importance of planning a language program:1) what kind of program will teacher depend on?2) what is the achieving goal ?

Teachers have different responsibility1) mentoring or leadership roles

2) teaching load3) to try out/refuse a new syllabus or materials


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Teacher factorsExample 1:

Situation: implement a new task-based approach

Problem: teacher resist it ,they prefer current curriculum

Comments: 1) much wider consultation should betaken place

2) the goal should be clearly explained

3) teachers should be trained


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Teacher factors

Example 2:

Situation: use teachers own materials

Problem: 1) teachers are untrained

2) teachers ignore the policy

Comments: 1) hiring better-qualified teachers

2) provide materials writing workshops


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Learner factors

Learners are the key participants in curriculumdevelopment project

Potentially relevant factors:

1) background

2) expectation3) belief

4) preferred learning style


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Learner factors

Learners may affect the results of projects in unexpectedways

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


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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


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Learner factorsExample 1:

Situation: 1) an intermediate level conversation course2) teacher uses many kinds of classroom

activities

Problem: 1) students cannot see any point of attendingclassroom activities

2) students request teacher- directed

activities/error correction

Comment: 1) the goal should be clearly explained2) questionnaire should be used3) set up a better orientation and methodology


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Learner factors

Example 2:

Situation: 1) foreign experts devise an oral communication

skill program2) the program reflects Western views ofteaching and learning

Problem: 1)teachers are untrained2)the program is unstructured

Comments: compromise/consultation should be taken placein advance


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Learner factorsExample 3:

Situation: 1) Young Western English teacher

2) relax and informal classroom atmosphere

Problem: unprofessional

Comments: 1) teachers should be trained2) informed of students/institutionsexpectations


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Adoption factorsConsider the relative ease or difficulty of introducingchange into the system

1) affect teachers pedagogical value and beliefs

2) understanding of the nature of the language

3) second language learning

4) classroom practice5) teaching materials


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Adoption factors

Some questions need to be asked:

1) what advantages does the curriculum change offer

2) How compatible is it3) Is the innovation difficult to understand

4) effect

5) have the features and benefits been clearly

communicated to teachers6) how clear and practical is it

(Morris 1994, 109)


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Adoption factors

Practicality is also a significant issueCommunicative Language Teaching > Natural Approach

(materials and textbooks) (only a set of guidelines)

Teachers also need to adopt new roles in the

classroomCommunicative Approach V.S Traditional Grammar Approach

Implementation of a new syllabus needs to involve the

cooperation of many agencies. Rodger (1984, 41)


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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 targetpopulation

Comments: material should be introduced in selected

schools first


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Adoption factors

Example 2:

Situation: 1) English is the first time to be introduced in anEFL country

2) hire and given teacher-training program by aforeign expert

Problem: local trainers use traditional way of teaching

Comments: 1) should spend more time on selectingtrainers

2) trainers should also provide feedback onthe trainers performance through workshop


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Profiling the factors identified

in the situation analysisGoal: identify key factors that might positively ornegatively affect the implementation of curriculumplan

SWOT analysis:1) examination- internal strengths and weaknesses2) external opportunities and threats to the existence

3) successful operation

Example


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Situation analysis profile

Positives Negatives

Societal factors

________ ________

Projects factors

________ ________

Institutional factors________ ________

Teacher factors

________ ________

Learner factors

________ ________

Adoption factors

________ ________


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Profiling the factors identifiedin the situation analysis

Conclusion:

Situation analysis is to help identify the

potential impacts on implementing curriculum

and some factors should be considered when

designing a project.


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Thank you

Documents

esp Chapter 4