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Situation Analysis Nguyen Dinh Thu June 24 th , 2012

Situation Analysis Nguyen Dinh Thu June 24 th , 2012. Introduction ＊ particular contexts or situation ＊ Clark (1987, xii) comments: A language curriculum is a function of the interrelationships that hold between subject-specific concerns and other broader factors

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Situation Analysis Nguyen Dinh Thu June 24 th , 2012

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  1. Situation Analysis Nguyen Dinh Thu June 24th, 2012

  2. Introduction ＊ particular contexts or 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.

  3. Introduction ＊ Example 1: △ Situation: 1) new methodology: oral-based language 2) use new books or old outdated government textbooks △ Problem: very few teachers end up using new course and revert to using the old government-provided textbooks △ Comment: 1) new materials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

  4. 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

  5. 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

  6. Introduction ＊ Procedure: (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

  7. 1. Societal factors ＊ 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 vs. United States ＊ To determine the impact of groups in the community or society (p. 93) ＊ Some questions should be noted (p. 94)

  8. 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

  9. 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

  10. 2. Project factors ＊ produce by a team of people (classroom teacher & other staff of a teaching institution) ＊ Constraints: time, resource, and personnel ＊ Some questions should be considered.(p.95)

  11. 2. Project factors ＊ Example 1: △ Situation: one senior teacher is in charge △ Problem: team members cannot agree with the goal and writing materials △ Comments: 1) the appropriate qualifications and experience 2) better communication

  12. 2. Project factors ＊ Example 2: △ Situation: 1) a full-time textbook writer hires three graduate students 2) write a contract △ 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

  13. 2. Project factors ＊ Example 3: △ Situation: 1) design a national textbook 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 and other problem

  14. 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 △ Ways of doing things: textbooks or course guides

  15. 3. Institutional factors ＊ Teaching Institution: teacher, groups, and departments △ Levels of professionalism 1) sense of professional commitment & a culture of quality 2) monetary ＊ Physical aspects ＊ Some questions should be noticed. (p. 98)

  16. 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 △ 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

  17. 3. Institutional factors ＊ Example 2: △ Situation: 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

  18. 4. Teacher factors ＊ Teacher is the key factor to implementing curriculum change. ＊ Dimensions: 1) language proficiency 2) teaching experience 3) skill and expertise 4) training and qualification 5) morale and motivation 6) teaching style 7) beliefs and principles => know the kinds of teachers (program and achieve its goals)

  19. 4. Teacher factors ＊ Teachers have different responsibility 1) mentoring or leadership roles 2) more teaching load 3) to try out a new syllabus or materials <-> reject ＊Some questions should be concerned. (p. 100)

  20. 4. Teacher factors ＊ Example 1: △ Situation: implement a new task-based approach △ Problem: teacher resist it △ Comments: 1) much wider consultation should be taken place 2) teacher should involved in preparing the new program 3) teachers should be trained

  21. 4. Teacher factors ＊ Example 2: △ Situation: use teachers’ their own materials △ Problem: teachers are untrained and ignore it △ Comments: no obvious purpose & set a goal

  22. 5. Learner factors ＊ Learners are the key participants in curriculum ＊ Focus: 1) background 2) expectations 3) beliefs 4) preferred learning style ＊ Nunan (1989, p.176) comments: 1) Learners’ attitudes and expectation 2) Learner have their own agenda

  23. 5. Learner factors ＊ Learners may affect the results of projects in unexpected ways 1) no links between the book and an examination 2) school bag are not big enough to provide other English books (student book, workbook, and a dictionary) ＊ Some questions should be noticed: (p.101)

  24. 5. Learner factors ＊ Example 1: △ Situation: 1) an intermediate level conversation course 2) Teachers should use many kinds of classroom activities △ Problem: students didn’t see any point of attending classroom activities △ Comments: 1) questionnaire should be used 2) set up a better orientation and methodology

  25. 5. Learner factors ＊ Example 2: △ Situation: 1) foreign experts diverse oral communication skill 2) the program reflects Western views of teaching and learning △ Problem: students judge that teachers are unprofessional and complain the program is unstructured and unfocused △ Comments: should spend more time to explain the purpose

  26. 5. Learner factors ＊ Example 3: △ Situation: 1) Young Western English teacher 2) The teaching way is informal and classroom atmosphere is friendly △ Problem: unprofessional △ Comments: Teacher’s behaviors

  27. 6. Adoption factors ＊ Consider the relative ease or difficulty of introducing change into the system ＊ Some questions need to be asked (p.103) ＊ Teaching Method: Communicative Approach vs. Traditional Grammar Approach => teachers have to adopt the new role in the classroom ＊ Practicality is also a significant issue: Communicative Language Teaching (ˇ): materials and textbooks Natural Approach (×) : only a set of guidelines

  28. 6. Adoption factors ＊ Support networks available: Rodger (1984, 41): cooperation of many agencies ＊ Example 1: △ Situation: new state textbook △ Problem: difficult to use, unsuitable for large classes, and the content is unsuitable for target population △ Comments: material should be introduced in selected schools first.

  29. 6. Adoption factors ＊ Example 2: △ Situation: 1) English is the first time to be introduced 2) set up teacher-training program △ Problem: local trainers like traditional view △ Comments: 1) should spend more time on selecting trainers 2) ask trainers to provide feedback to make sure whether they are using the appropriate training model

  30. Profiling the factors identified in the situation analysis ＊ Goal: identify key factors that might positively or negatively affect the implementation of a curriculum plan ＊ SWOT analysis: internal strengths and weaknesses & external opportunities and threats ＊ Conclusion: Situation analysis is to help identify the potential impacts on implementing curriculum and some factors should be considered when designing a project.

  31. Thank you

  32. Situational Analysis Situational analysis may be defined as the process of examining the context for which a curriculum is to be developed and the application of that analysis to curriculum planning. Questions for curriculum developers: + What do we know about the context – the students, teachers, school environment – of this curriculum ? + Why is it needed?

  33. Local factors • The argument for undertaking a situational analysis may therefore be summarised as: • Indentifying local needs of students, parents, teachers and the community • Understanding the local curriculum context. • Facilitating planning and subsequent curriculum development • Providing a systematic database for devising curriculum goals and objectives

  34. Situational analysis factors • External factors to the school • Cultural and social changes and expectations • Educational system requirements and challenges • Changing nature of content • Teacher support systems • Resources

  35. Internal factors to the school • Pupils: abilities, physical and psychological development, aptitudes, emotional and social development and educational needs • Teachers: skills, experience, teaching style, values and special strengths and weaknesses of a school teaching staff. • School ethos: power distribution, social cohesiveness, operational procedures and professional cohesiveness • Material resources: buildings, equipment, resources (books, …) • Perceived problems: perceived needs and problems from parents, teachers, students and community.

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