Situation Analysis

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Situation Analysis

• Instructor Prof. Mavis Shang
• Kelly 9710001M
• Dora 9710011M

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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 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
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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 language
  teaching 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 language
  teaching groups in the community or society
• Policy maker
• Educational officials
• Employers
• The business community
• Politicians
• Educational specialist, organizations
• Parents
• Citizens
• Students

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1.Societal factors

• 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?
• 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
• Who constitutes the projects group?
• What are the management and responsibilities?
• How are goals and procedures determined?
• Who reviews the process of the project?
• What experience, resources, and time frame of the
  project?

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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 project 3)
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
gt 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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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
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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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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)
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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

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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

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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

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Teacher factors

• 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

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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 curriculum
  development project
• Potentially relevant factors
• 1) background
• 2) expectation
• 3) belief
• 4) preferred learning style

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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

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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 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

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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 1)teachers are untrained
• 2)the program is
  unstructured
• Comments compromise/consultation should be
  taken place
• in advance

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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

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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

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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)

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Adoption factors

• Practicality is also a significant issue
• Communicative Language Teaching gt 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)

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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 target
• population
• 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 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

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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

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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 identified in 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