Situation Analysis Instructor Prof Mavis Shang Kelly 9710001

Situation Analysis Instructor: Prof. Mavis Shang Kelly 9710001 M Dora 9710011 M

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: 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.

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

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 △ Problem: few other institutes or schools want to use them △ Comment: should do some market research

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

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 ÞHolland: schools offer a range of foreign language ÞUnited States: foreign languages in the school curriculum is neither strong nor secure.

1. Societal factor • The impact of societal factors on language teaching: groups in the community or society: 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. The case of projects of community or national scope, some questions should noted: What are current teaching policies? What are reasons for the project? What impact will it have? What language teaching experience and traditions exist? 5. What are the views of professionals, parents, students, and employers? 6. What community resources are available?

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

1. Societal factors ＊ Example 2: △ Situation: an integrated-skills syllabus △ Problem: employers complain school leavers don’t have enough language skills for work purpose △ Comment: 1) the course should be considered vocational schools 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) ＊ 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?

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

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 : 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

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)reference’s room 3)pohtocopier 4)textbook, materials

3. 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?

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 don’t want to do changes △ Comment: 1) teachers can involved in revamping and negotiating with the school’s owner 2) some teachers should be replaced with teacher who are open to accept the change

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: 1) currently teach in the target schools (background/ training/ experience/ motivation) 2) proficient in English 3) beliefs 4) teaching load/ resources 5) typical teaching methods 6) to what extent are teachers open to change? 7) retraining 8) suggestions

Teacher factors The importance of planning a language program: 1) what kind of program will teacher depend on? 2) what is the achieving goal ? Teachers have different responsibility 1) mentoring or leadership roles 2) teaching load 3) to try out/refuse a new syllabus or materials

Teacher factors u. Example 1: Situation: implement a new task-based approach Problem: teacher resist it , they prefer current curriculum Comments: 1) much wider consultation should be taken place 2) the goal should be clearly explained 3) teachers should be trained

Teacher factors u 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

Learner factors Learners are the key participants in curriculum development project Potentially relevant factors: 1) background 2) expectation 3) belief 4) preferred learning style

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 u. 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 u. Example 2: Situation: 1) foreign experts devise an oral communication skill program 2) the program reflects Western views of teaching and learning Problem: 1)teachers are untrained 2)the program is unstructured Comments: compromise/consultation should be taken place in advance

Learner factors u. 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/institution’s 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) Teachers also need to adopt new roles in the classroom Communicative Approach V. S Traditional Grammar Approach Implementation of a new syllabus needs to involve the cooperation of many agencies. Rodger (1984, 41)

Adoption factors u. 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

u Example 2: Adoption factors 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

Profiling the factors identified in the situation analysis Goal: identify key factors that might positively or negatively affect the implementation of curriculum plan SWOT analysis: 1) examination- internal strengths and weaknesses 2) external opportunities and threats to the existence 3) successful operation Example

Situation analysis profile Positives ü Societal factors ____ ü Projects factors ____ ü Institutional factors ____ ü Teacher factors ____ ü Learner factors ____ ü Adoption factors ____ Negatives ________ ________

Profiling the factors identified in the situation analysis u Conclusion: Situation analysis is to help identify the potential impacts on implementing curriculum and some factors should be considered when designing a project.

Thank you