Curriculum Development in Language Teaching By J.C. Richards

1. SITUATION
ANALYSIS
Presented by: Majid Shafeghat
Curriculum Development in Language Teaching
By J.C. Richards

2. Definition of Situation Analysis:
Situation analysis is an analysis of factors in the
context of a planned or present curriculum project
that is made in order to assess their potential impact
on the project. These factors may be political, social,
economic, or institutional. Situation analysis
complements the information gathered during needs
analysis. It is sometimes considered as a dimension
of needs analysis, and can also be regarded as an
aspect of evaluation.

3. Definition of Situation Analysis:
Situation analysis can have an impact on the success
of a curriculum project and emphasize the importance
of determining the potential influence of such factors
on the implementation of a curriculum change.

4. The Goal of Situation Analysis
The goal of situation analysis is to identify key factors that
might positively or negatively affect the implementation of
a curriculum plan. This is sometimes known as a SWOT
analysis (a study undertaken by an organization to identify its
internal strengths and weaknesses, as well as its external
opportunities and threats) because it involves an examination
of "a language program's internal strengths and
weaknesses in addition to external opportunities and
threats to the existence or successful operation of the
language program" (Klinghammer 1997, 65).

5. The Function of Situation Analysis
Situation analysis thus serves to help identify
potential obstacles to implementing a curriculum
project and factors that need to be considered when
planning the parameters of a project. The next step
in curriculum planning involves using the information
collected during needs analysis and situation analysis
as the basis for developing program goals and
objectives.

6. Procedures of Situation Analysis:
a) consultation with representatives of as many relevant groups as possible
b) Study and analysis of relevant documents
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. The Kinds of Factors That Can Have an Impact on
The Success of a Curriculum Project
1) Social factor
The role of foreign languages in the community, their status in
the curriculum, educational traditions and experience in language
teaching, and the expectations that members of the community
have for language teaching and learning.
2) Project factor
Curriculum project is usually generated by a group of people,
both teachers and other staff of the teaching institution. They aim
to develop curriculum on the terms stipulated time period.

8. 3) Institutions factor
A language teaching program is typically delivered in an
institution such as a university, school, or language institute.
Different types of institutions create their own "culture," that
is, settings where people interact and where patterns emerge
for communication, decision making, role relations, and
conduct. Morris (1994, 109)
4) Teacher factor
In planning a language program it is therefore important to
know the kinds of teachers the program will depend on and
the kinds of teachers needed to ensure that the program
achieves its goals.

9. 5) Learner factor
Learners are the key participants in curriculum development
projects and it is essential to collect as much information as
possible about them before the project begins. Here the focus is on
other potentially relevant factors such as the learners'
backgrounds, expectations, beliefs, and preferred learning styles.
6) Adoption factor
A language teaching approach that requires teachers to adopt
new roles in the classroom, such as needs analyst, resource
person, and language tutor, might not be compatible with
learners' expectations for the role of teachers. The complexity
and clarity of a curriculum change might also be crucial in its
successful adoption.