A program analysis based on Markee's (2002) (CATI) project's negotiated model of curricular innoation from one co!ort of a Public University in central mexico.
A program analysis based on Markee's (2002) (CATI) project's negotiated model of curricular innoation from one co!ort of a Public University in central mexico.
A program analysis based on Markee's (2002) (CATI) project's negotiated model of curricular innoation from one co!ort of a Public University in central mexico.
MAESTRIA EN LA ENSEANZA DEL INGLES A program analysis based on Markees (2002) (CATI) projects negotiated model of curricular innoation from one co!ort of a "ublic #niersity at "uebla$ Curriculum Design %IC$ &I%'A(') "A%MA %A(A )T)*) 200+ 1 Lic. Gildardo Palma Lara I. Sociocultural cont!t In institutional terms, the common framework of languages is one cohort of a research- oriented Language faculty at a Public University in central Mexico, which hosts students from different backgrounds and ages throughout diverse under-graduate and graduate programs !his cohort was created within an ecological perspective which seeks to enhance global communication through integrated learning skills of an L" #$nglish and %rench& It also promotes the ac'uisition of an L" through applying the communicative approach (ence, this essay will only be involved with the $nglish program which consists of four proficiency levels) two basic and two pre-intermediate %or the constraints of this paper, I shall only cope with the fourth level of the pre-intermediate phase which is going to be analy*ed through the +ollege and the +enter for ,dvanced !echnologies and Innovation #+,!I& pro-ect.s negotiated model of curricular innovation proposed by Markee #"//"& 0see appendix ,1 !he following 'uestion will try to be answered) to what extent are the three levels of planning #strategic, tactical and operational planning& discernible in the way this specific program organi*es foreign language instruction2 %urthermore, to what extent does the model of curriculum design used by this cohort either encourage or discourage the negotiation of syllabus content between different participants2 II. T" CATI #ro$ct%& n'otiat( )o(l o* curricular inno+ation Markee #"//"& holds the view that program implementation process might be analy*ed through his 3negotiated model of curricular innovation. #applied as the +,!I pro-ect& based on +andlin.s #4567& two folded basic model) 8strategic #or curriculum& planning and tactical #or syllabus&9 #p ::& (e also adds a third aspect that is 3the operational planning. which in turn draws on teacher day to day praxis In addition, +andlin #4567& ;ewey #454/& <tenhouse #45:=& cited in Markee #"//"& posit that 8the +,!I pro-ect.s ideology draws on a critical, negotiated approach to pedagogy9 #p::& ,ccording to Markee, in the rationale given for the +,!I pro-ect four reasons are given for using the $<L courses as a laboratory for curricular innovation) #4& the 'uality of $<L instruction would be enhanced and !eaching ,ssistants would develop expertise in curriculum development that would be professionally useful to them in their subse'uent careers> #"& this solution addressed faculty and !eaching ,ssistant dissatisfaction with the 'uality of these courses that existed before 2 Lic. Gildardo Palma Lara the +,!I pro-ect was instituted> #?& it facilitated the development of banks of in-house materials that were specially tailored to meet the $<L needs of international students> #7& it offered pro-ect participants opportunities to understand the process of educational change II., Strat'ic Plannin' Markee #"//"& argues that 8strategic curricular planning is the responsibility of the pro-ect director or change agent, who supplies knowledge about 0@1 0the suggested teaching approach1 to teachers and gives the pro-ect its overall direction9 #p:5> my additions& (e also posits that 8the pro-ect director.s responsibilities include) #4& specifying the pro-ect.s aims, goals and criteria for evaluation> #"& identifying the change strategies used to implement the pro-ect.s aims and goals> #?& stating the purposes and the content of the pro-ect.s $<L instruction> #7& clarifying the developmental function of the pro-ect.s banks of in-house materials> #=& naming the attributes that affect the implementation of 0@1 0the suggested teaching methodology1 in the pro-ect> #A& laying out the characteristics of 0@1 0the +ommunicative Language !eaching and !ask-Based ,pproach19 #p6/> my additions& In this context curricular innovation seems to be promoted by the managerial staff #coordinators and the director& with the purpose of implementing top-down decisions %urthermore, they decide upon the language approach teachers are going to work with following bureaucratic establishing protocols #for a complete description see <antos, "//=& -.,.- T" #ro$ct%& ai)&. 'oal&. an( critria *or +aluation !his evaluation is based on <tenhouse #45:=&, +racknell and Cednall.s #456A& adapted Pro-ect %ramework 8which is widely used by ,merican, ,ustralian, $uropean and United Dations aid agencies9 #Markee, "//"> p6/& It can spell out a program.s aims and ob-ectives and also sketch the criteria used for evaluation in a single, integrated package #see table 4& In a similar vein, ,lderson #455"& states that 8this pro-ect framework can help language teaching professionals to understand the conse'uences of their decisions 0managerial top down implementation1 and actions 0operational component19 #p6/> my additions& !able 4 consists of two parts !he first part sets out the Program.s aims, ob-ectives and outputs as hierarchically organi*ed statements that range from the general to the specific !he second consists of inputs re'uired to achieve the program.s aims, 3 Lic. Gildardo Palma Lara ob-ectives and outputs !he third one copes with important assumptions taken by the stake holders 0directors, teachers and students1 based on operational issues #,lderson, 455"& ,.Pro$ct &tructur -.In(icator o* ac"i+)nt /.Man& o* +ri*ication 0.I)#ortant a&&u)#tion& !o comprehend the functional and grammatical differences of simple tense and future !o pose 'uestions about the possible conse'uences of determined actions !o look after the ecology ,lthough the ob-ective seems a mixture of functional structural content, it only deals with grammar Cegarding point ", the indicator of achievement is rather vague and imprecise Cegarding point ?, student might be involved in talking about how to care for the ecology in a communicative or task based activity I might argue that it depends on the teacher.s operational planning #<aslow E,scher, "//A& !o identify cause and effect clauses in conditional sentences !o apply these learnt structures to the analysis and solution of problematic situations !o look after the ecology Dumber 4 is structural> but number " seems to promote functional and notional issues as the student might use 4 st , " nd or ? rd conditional in a communicative or task-based activity I might argue that number ? is concerned with sketching a writing or conversational activity about discussing true or hypothetical ecological situations Identify the simple tense of most verbs as well as used to, to state a habitual action in past !o describe past habitual action of learner.s childhood !o describe and state a point of view about the social movements in the A/.s Dumber 4 is structural in nature +onversely, number " encourages learners to talk about past experiences form their childhood Dumber ? could be carried out by designing a task which might involve the analysis of a specific situation #Martin Luther Fing, Gietnam war& in the A/s !o comprehend the interrogative structure in $nglish !o pose 'uestions which allow to get specific info from past epochs !o state a point of view about the magnitude and influence of some social events Dumber 4 is structural and vague Dumber " might be frame on a task-based reading activity which has students solve a -ig-saw reading about Fennedy.s murder> with a 'uestion and answer follow up Dumber ? could be carried out similarly #<aslow E,scher, "//A& 4 Lic. Gildardo Palma Lara !o distinguish passive and active voices in sentences !o apply this structural knowledge #heuristics& with the purpose of comprehending process and procedures of the target language !o comprehend the process, efforts and facts to the consolidation and development of an enterprise Dumber 4 is rather structural Dumber " seems heuristics since it has learners analy*e form and meaning within sentences !his is nevertheless the operational appreciation of this practitioner Dumber ? might be carried out through a task-based activity which let students measure the impact when creating and developing an enterprise Identify the structure of the perfect tenses !o comprehend the uses of modals within the content and form of a sentence !o describe the late action of two se'uence actions in the past !o value the loyalty, friendship and love !his ob-ective is structural in nature as well as point " Cegarding point ?, learner may be involved in talking about past experiences dealing with these values, but it depends on the teacher.s operational planning #<aslow E,scher, "//A& ,.Pro$ct &tructur -.In(icator o* ac"i+)nt /.Man& o* +ri*ication 0.I)#ortant a&&u)#tion& Gerbs follow by infinitives andHor gerunds -ing E -ed ad-ectives !o comprehend readings and folk tales which describe facts in the past !o value the folk legends and tales. importance and their influence on people.s lives Personal experiences Dumber 4 is rather structural Dumber " E ? can be carried out through task-based activities such as discussing the weeping woman legend with a follow up description in writing about specific details , task based activity such as describing your own personality or describing of someone you know well #<aslow E,scher, "//A& <econd conditional Might E would to state unreal events ;escribe the dreams E ideal one possesses Dumber 4 is rather structural Dumber " E? can be carried out through task based activities such as writing an article about appropriate appearance in your country andHor narrating a true story about an ethical choice #<aslow E,scher, "//A& Present perfect simple E continous !o use the present perfect to link an event that began in the past with the present !o describe emotional or scholar experiences Dumber 4 is rather structural Dumber " E? might be carried out through a task-based activity such as writing a movie review page andHor expressing opinion about violence in media #<aslow E,scher, "//A& Identify the perfect tense sentences !wo order two events chronologically !o apply the present perfect to se'uence some Dumber 4 E" are very structural Dumber ? may be carried out through a task-based activity such as expressing opinion about 5 Lic. Gildardo Palma Lara stories. facts violence in media #<aslow E,scher, "//A& !able 4 In this vein, Cichards #"//4& posits that 8People are generally motivated to pursue specific goals> the use of goals in teaching improves the effectiveness of teaching and learning> and a program will be effective to the extent that its goals are sound and clearly described9 #p44"& ,lbeit this 'uotation> the ob-ectives of this program are likely vague and it might re'uire lots of effort from the part of a teacher to consolidate them #<tenhouse, 45::& %urthermore, Dunan #4567& has -ustified Cichards.s #"//4& curriculum development in language teaching as 8a set of process and procedures which are both systematic and interrelated9 #p 46& !his set has been 8professional-oriented9 and comprises these elements) 8needs analysis, 0materials1, ob-ectives setting 0to address the learners needs1, content and methodology, and evaluation9 #p46> my additions& Cichards also posits that 80c1urriculum development is a more comprehensive process than syllabus design It includes the processes that are used to determine the needs of a group of learners, to develop aims or ob-ectives for a program to address those needs, to determine an appropriate syllabus, course structure, teaching methods, and materials, and to carry out an evaluation of the language program that results from these processes9 #p "& -.,./ I(nti*1 t" #ro$ct%& c"an' &trat'i& ,ccordind to Markee #"//"& 8the +,!I pro-ect employs a linkage model of change which promotes 0@10program development1 by using top down and bottom up strategies of change on a contingent basis 0see !ext Link 671 !he model is top down in that the pro-ect director uses authority in two ways) #4& as a faculty member using the hierarchical position of director 01, #"& as a curriculum specialist, using academic authority to set out the general parameters within which innovation in the +,!I pro-ect occurs9 #p6:> my additions& Cegarding the +ommon framework of languages at a Public University in central Mexico, the pre-intermediate program framed by this paper was coined in the 5/.s 6 Lic. Gildardo Palma Lara which in turn was supposed to be a top-down innovation i #Proyecto %Inix, 4557-4556> cited in +atJlogo de programas del !ronco +omKn Universitario BU,P ;L$<, 455=& It is now consolidated by Modelo $ducativo Minerva #MUM by its captions in <panish& so as to propose innovation as a permanent issue which might enable students to ac'uire a second language #<antos, "//=& Learners might then have the necessary skills to interact in international and national professional contexts Devertheless, MUM #"//:& proposes that the transversal axis ii is different from the current operation of the Language framework so as to let any other faculty either choose to take the four courses #basic and pre-intermediate& or up to for the certification process -.,.0 I(nti*1 t" #ur#o&& an( contnt o* in&truction !his program seems to have a multilayered syllabus which integrates notional-functional and structural units of analysis It is an integrated-skills course which aims to improve students. oral and written communication <imilarly, Markee #"//"& holds the view that 8students must be able to communicate successfully via both oral and written media 0@1!hey must be able to communicate through different channels 0@1such as face to face oral discourse, writing, and electronic mail 0@1 the procedural content of these courses #ie, the kinds of learning activities with which students engage in their $<L classes& can be appropriately derived from the academic tasks that students accomplish in their day to day lives9 #p 66& Mith the advent of adopting the +ommon $uropean %ramework of Ceference.s #+$%C> +ouncil of $urope, "//4& descriptors as curricular guide-lines #see appendix B&, spoken interaction and spoken production are strongly enhanced> face-to-face interaction may of course involve a mixture of media) spoken, written, audio-visual, paralinguistic 0@1 and para-textual 0@19 #+ouncil of $urope, p 66& In addition, the +$%C #ibid& suggests interaction through the medium of written language which includes such activities as) #i& passing and exchanging notes, memos, etc when spoken interaction is impossible and inappropriate> #ii& correspondence by letter, fax, e-mail, etc> #iii& negotiating the text of agreements, contracts, communi'uIs, etc by reformulating and exchanging drafts, amendments, proof corrections, etc> #iv& participating in on-line or off-line computer conferences <o far these Program.s ob-ectives are so overwhelming that is difficult for an 7 Lic. Gildardo Palma Lara intermediate learner to fully succeed in accomplishing them In the next section I will discuss how the adoption of materials has permeated the foreign language learning process in this cohort -.,.2 T" (+lo#)ntal *unction o* in3"ou& )atrial& Markee states that 8the decision to use an $<PH$LP inspired course design solution naturally suggests that teachers should develop in-house materials 0@1 (owever, the decision to rely mostly on in-house materials is motivated by the more important aim of promoting teacher development9 #p 65& ,s a matter of fact, the coordinator of this cohort prefers adopting materials to promoting the development of in-house ones #a top-down policy& Dot only does this policy apply to the +ommon %ramework of Language #$nglish&, but it also permeates the other cohorts In the light of these events, a new text-book is being implemented 8!op Dotch <eries9 by <aslow and ,scher #"//A&> Dunan #4554& hence gives advice on what appears to be the most common reason for course-book adoption) 8Mhen selecting commercial materials it is important to match the materials with the goals and ob-ectives of the program, and to ensure that they are consistent with one.s beliefs about the nature of language and learning, as well as with one.s learners. attitudes, beliefs and preferences9 #p "/5& By using Mc;onough and <haw.s #455?& two-stage model for course-book evaluation #see appendix +& in a recent essay I carried out a thorough evaluation of this textbook I shall hence retrieve, for the purpose of this paper, two Mc;onough and <haw.s #455?, pp A6-A5& external characteristics of evaluating a book) how the language has been presented and organized into teachable units/lessons) there are ten units in both <B and MB and a claim of A/-5/ hours of class time Are the subjects and contents relevant to your syllabus? !he !op Dotch contents nearly fit the ob-ectives and goals for this level ,s far as the units of ,nalysis are concerned, a A/ N match is correlated with the contents in the book #used to, second conditional&, 0the correlations are also indicated in <tenhouse #45:=&, +racknell and Cednall.s #456A& adapted Pro-ect %ramework analysis on section "4"1 -.,.4 Attri5ut& a**ctin' t" a(o#tion o* ta&635a&( lan'ua' tac"in' 8 Lic. Gildardo Palma Lara Markee claims that 8innovation has attributes that either facilitate or inhibit their adoption> these can be used to analy*e the factors that potentially affect the adoption of task-based teaching 0@19 #p 65& !his specific program does not explicitly address any approach or methodology, but it suggests the ac'uisition of communicative competence !hus, teachers seem to be using eclectic methodologies or in a large extent the methodology that the book suggests In this vein, <aslow and ,scher #"//A& claim that their particular eclectic method is one third based on Frashen.s iO4, 8the reason for this is to expose students to the authentic language they will encounter in the world outside the classroom and to familiari*e them with it 0@1 Lreat care has been taken to ensure that iO4 language is comprehensible 0@1 Pne of the purposes of including a piece of realia with iO4 language is to teach students find meaning in texts that contain some unknown language9 #p !xix& Pne third on the ,udio-lingual method since there is plenty of conversation pair-work through the units Pne third on the task-based approach since it engages students in negotiating, problem-solving 3authentic. situations I might argue that it is too much audio-lingual <aslow and ,scher state that its multilayered syllabus is in accordance with the +$%C #see appendix ;& III. Tactical Plannin' Markee #"//"& argues that 8it is in the model.s tactical level of planning that the teaching assistants. task-based language teaching syllabus design and materials development activities are conceptually located If the pro-ect.s model of curricular innovation is to work, teaching assistants must understand the theoretical principles upon which task-based language teaching syllabus design and materials development activities are conceptually located If the pro-ect.s model of curricular innovation is to work, teaching assistants. must understand the theoretical principles upon which task-based language teaching is founded !hey must also know how to select texts, grade and se'uence, pedagogical tasks %inally, they must decide how to select appropriate methodological procedures !his section examines how one teaching assistant interpreted task-based language teaching in his materials9 #p55& !he +,!I pro-ect is 'uite clearly embedded in a Dorth ,merican context of implementation In this section, it is argued that the point of telling the story of the +,!I pro-ect is not to generali*e the solutions that have been developed in this pro-ect - which 9 Lic. Gildardo Palma Lara will be highly context-specific - but to develop a grounded understanding of the issues and problems that are inherent in trying to make educational innovation happen Markee #"//"& posits that 8good communication among pro-ect participants is a key to successful curricular innovation9 #see !ext Link 4A4& +onversely, in this program curricular innovations are top-down implementations which rarely take into account teachers points of view !eachers. meetings are rarely carried out to openly discuss an innovation such as the adoption of new materials or the adoption of new standards> in this vein, teachers might be passive recipients to run a given program Markee also posits that 8the successful implementation of educational innovations is based on a strategic approach to managing change9 #see !ext Link 4A"& In this vein, early adopters are -ust a few groups of teachers implementing the innovation preceded by innovators #the director.s staff& so as to produce the typical s-shaped curve that describes the diffusion of innovation ,nother three types of adopter can be superimposed on this curve) early ma-ority, late ma-ority and laggards I shall hence comment that the $uropean Language Portfolio.s #$LP& innovation is still in the la*y slope of this curve with two innovators) the director and the coordinator, one early adopter) the writer of this essayQ ,nd many laggards as well In a recent essay I outlined the $LP as a proposal of innovation due to the fact that it could not only enhance the learners. autonomy but it also serves as a means of carrying a needs analysis (owever, if I were to measure it as a value laden on this curve I might argue that the innovation is still in its infancy #see appendix $& IV. O#rational #lannin' Markee #"//"& posits that 8operational planning is the responsibility of teachers and students and involves the short-term planning and execution of lessons by teachers !his level of planning is also a locus of innovation in that teaching involves negotiation between teachers and learners9 #p"/:& In this vein, lesson plans can be negotiated with learners so as to implement some activities rather than others Devertheless, in this program teachers have got a fixed administrative schedule to accomplish determined units in a given time span !his is not an excuse to avoid innovating though ,s a matter of fact, I might argue 10 Lic. Gildardo Palma Lara most of teachers. praxis of this cohort is permeated by different beliefs and theoretical assumptions according to the complex socio-cultural context we are working with IV., T" ELP It has been developed as a pedagogical language learning companion piece to the +$%C #+ouncil of $urope, "//4& It is designed #i& to encourage the lifelong learning of languages, to any level of proficiency> #ii& to make the learning process more transparent and to develop the learnerRs ability to assess hisHher own competence> #iii& to facilitate mobility within $urope by providing a clear profile of the ownerRs language skills> #iv& to contribute to mutual understanding within $urope by promoting plurilingualism #the ability to communicate in two or more languages& and intercultural learning (ence, it consists of three parts) the Passport, the Language Biography #LB&, and the ;ossier #Little, "//:& 4 !he Passport is used to build up a cumulative record of the owner.s language learning and intercultural experience ,t its centre is the owner.s own assessment of hisHher achieved proficiency in L"H%Ls, undertaken on the basis of the so-called self-assessment grid " !he LB provides a reflective accompaniment to the ongoing process of learning and using L"H%Ls, and engaging with the cultures associated with them It supports the setting of learning targets and the process of self-assessment by expanding the descriptions of proficiency in the self-assessment grid into checklists of communicative tasks ? !he ;ossier is the least defined part of the $LPSin many models it consists of no more than an empty table of contents for the owner to fill in Its purpose is to provide a space in which $LP owners can show what they can do in the various languages they know and illustrate their intercultural experience, usually in written text but sometimes also in audio andHor video recordings In some implementations the dossier is also a place where owners keep materials relevant to their current learning> for example, vocabulary or grammatical rules they know they need to 11 Lic. Gildardo Palma Lara master, plans and drafts of pro-ects they are working on, and newspaper or maga*ine articles that are relevant to their learning goals 0.- T" ELP a& a curricular inno+ation I shall hence argue that I have already implemented three waves of innovation research by applying the $LP as a pedagogical tool with some learners of the fourth pre-intermediate phase at the Psychology %aculty to record their language experiences #including the mother tongue& in the passport section> to make them aware of the different learning styles and strategies they can use in order to succeed in most language tasks within the Language Biography section> to collect pieces of their own language pro-ects ranging from simple ones such as postcards or pen-pal letters to essays describing a point of view about the global warming or another interesting topic within the dossier ,s I stated, the first wave with young adult students within this cohort showed that some of them re-ected at first this tool> but as Markee argues the innovation process is slow at first and 8if a critical mass of between =N and "=N of potential users adopt, the innovation will take off and become self sustaining9 #Cogers, 455=> cited in Markee, "//"> p=:& !hus, my students were gradually assimilating the innovation as they were trained to use this pedagogical tool according to the <-shaped curve of diffusion proposed by Markee #"//"& and based on +ooper #456"& 0see table " below1 (ence I had some early adopters which were motivated students with a clear tendency of learning autonomy
,dopted and taken from Mitten, +asteneira, Brenes, Preciado, !apia, <Jnche* #"//:& In this vein, ,-*en.s #4554& !heory of Planned Behavior has also had far-reaching implications for language curriculum development #Fennedy, ;oyle, and Loh, 4555> Long, 12 nno!a"ors#$arl% ado&"ers $arl% 'a(ori"%#La"e 'a(ori"% Laggards , of adopters -!o implement innoation oer a speci.c time period often form a Lic. Gildardo Palma Lara 455:& !he problem, according to ,-*en, is that regardless of what strategy for innovation is used, predicting how people will respond to the innovations can be fraught with peril , central tenet of his !heory of Planned Behavior proposes that a key to better understanding how people will organi*ationally respond to innovations is through a discovery of the true intentions of key stakeholders #see appendix %& !hese intentions were clearly stated showing that using the $LP may increase learners. autonomy #Little, "//:& so as to begin a second wave, that of an early ma-ority ,s the time went on little by little learners were getting ac'uainted with the $LP and its sections !hey were in turn enacting little resistance towards the innovation at this stage , third wave then began with late ma-ority accounting for the 5/N of the class and only 4/N of laggards Unfortunately, the innovation continues being a proposal over the desk of my coordinator and the $LPs which have been generously provided by an editorial #Pearson& are dusting on the coordination.s bookshelf 0./ M1 #i&t)olo'ical &tanc In my view, the $LP can help developing various aspects of the paradigm shift iii in $L! as described by Tacobs and %arrell #"//4&, including the following) #i& Learner autonomy is supported by the fact that learners can set their own ob-ectives with the aid of self- assessment checklists> #ii& +urricular integration can be fostered through production of the ;ossier> #iii& , focus on meaning is adopted throughout checklists> #iv& other tools for assessment might be developed for young adults and the author of this essay is going to take part in the pro-ect as a member of a teacherRs pilot group to test materials> #v& !he concept of the teacher as a Rco-learnerR is an important one for work with the $LP, notably when new paths are followed !his might be illustrated by an example) grammar progression, an important term for most language programs and textbooks, does not occur in the $LP neither is any grammatical progression described Pver and above that, it can be assumed that the $LP will play a role of increasing importance for foreign language teaching and learning in $urope #likely welcomed in Latin ,merica, according to Little, "//:& ,t present, the number of validated portfolios has raised to ?/ covering $urope from Ireland to Cussia and from <weden to Italy according to the +ouncil of $uropeRs $LP website #+ouncil of $urope "//4& 13 Lic. Gildardo Palma Lara 2 Conclu&ion ,s the improvement of a program is an ongoing process #Markee, "//"& it should be remarked that the life span of this one is about to change MUM #"//:& is trying a constructivist approach> in this vein, the present program falls behind (owever, new materials and the $LP innovation must be run ,daptations of the +$%C descriptors which thoroughly match our specific socio-cultural context need to be run as well In the light of these events, different versions of the $LP ought to be developed to match specific classroom.s necessities to foster learners. autonomy !hroughout this essay I attempted to answer two 'uestions) #i& to what extent are the three levels of planning #strategic, tactical and operational planning& discernible in the way this specific program organi*es foreign language instruction2 ,s we have already seen through the different subheadings of this paper the strategic component reveals that this program was a top-down innovation proposed by Proyecto %Inix in the 5/s with a multilayered syllabus #functional and structural& Devertheless, any evidence of needs analysis andHor meetings with teachers was not available for this practitioner, -ust the program itself Cegarding the tactical plane, the +,!I pro-ect was proposed and clearly defined as a Dorth- ,merican innovation which could be used as a model to contrast against this program In this vein, I argued that teachers seem to follow their own idiosyncratic methodology that might be an eclectic one, although the program is suggesting a communicative approach which integrates the four skills, the goal and specific ob-ectives seem rather vague I then analy*ed the contents of the syllabus according to <tenhouse #45:=&, +racknell and Cednall.s #456A& adapted Pro-ect %ramework matrix I also argued that teachers are rarely asked to give their point of view within the process of curricular innovation !his produces passive recipients that enactHcarry out top-down decisions from directors and coordinators <imilarly, Markee #"//"& argues that 8in terms of understanding the key elements of the +,!I pro-ect, and which of these elements can be reproduced in other contexts of implementation 0@1 the point of studying the +,!I pro-ect 0@1 is to gain a grounded 14 Lic. Gildardo Palma Lara understanding of the problems that are involved in managing curricular innovation9 #p44/& ,s far as the operational plane is concerned, the daily teachers. praxis was framed within a spectrum of different beliefs and theoretical assumptions I also argued that innovation might occur I suggested piloting the $LP as a pedagogical tool which might promote learners. autonomy I hence presented an action research pro-ect I carried out with my psychology students which were involved in the different stages of the innovation.s evolution as stated by Markee.s <-shape graph !he innovation was successful within this context I then proposed to spread this innovation over other early adopters +onversely, the $LP proposal still lies on the coordination.s desk !o what extent does the model of curriculum design used by this cohort either encourage or discourage the negotiation of syllabus content between different participants2 I might argue that I could not obtain all the necessary information #needs analysis, specific documents of teachers. meetings, the curriculum designers. point of view& from the different stake holders so as to reach a valid conclusion about the effectiveness of communication among them Idiosyncratically, I might claim that any possible change #innovation& in curriculum-syllabus design is a top-down process which is imposed rather than negotiated by educational authorities In short, it is a top-down administrative process, although some teachers are promoting some bottom up innovation Markee accurately posits that 8the +,!I pro-ect has developed an empirically based methodology to illuminate how teachers interpret policy made at the strategic level of curricular planning and how they implement these decisions through a process of adaptation and modification at the tactical level of syllabus planning and at the operational level of planning9 #p 44/& More adaptation is needed in the light of the MUM implementation so as to appropriately revise and propose new tendencies in curricular innovation iv
REFERENCES 15 Lic. Gildardo Palma Lara ,-*en, I #4554& !he theory of planned behavior Organizational Behavior and Human Decision Processes =/, 4:5-"44 ,lderson, + #455"& Luidelines for the evaluation of language education In + ,lderson and , Beretta #$d&, valuating !econd "anguage ducation #pp ":7-?/7& +ambridge) +ambridge University Press BU,P-Modelo Universitario Minerva #"//:& structural #urricular Puebla) BU,P +andlin, + #4567& <yllabus design as a critical process In +T Brumfit #$ds&, $eneral nglish !yllabus Design #pp "5-7A& $L! document 446 Pxford) PergamonH British +ouncil BU,P- ;L$< #455=& #atalogo de programas del %ronco #om&n 'niversitario Puebla) BU,P +ooper, C #456"& , framework for the study of language In C L +ooper #$ds&, "anguage spread( !tudies in di))usion and social change #pp =-?A& Bloomington) Indiana University Press and Mashington, ;+) +enter for ,pplied Linguistics +ouncil of $urope, #"//4& #ommon uropean *ramewor+ o) ,e)erence )or "anguages( "earning- teaching- assessment +ambridge) +ambridge University Press +racknell, B and Cednall, T #456A& De)ining objectives and measuring per)ormance in aid projects and programs London) Pverseas ;evelopment ,dministration ;ewey, T #454/& How we thin+ Boston, mass) (eath Tacobs, T and %arrell, ! #"//4& Paradigm <hift) Understanding and Implementing +hange in <econd Language $ducation %eaching nglish as a !econd or *oreign "anguage- . #"&, 4-4?/ In electronic format at http)HHwww- writingberkeleyeduH!$<L-$THe-4:Htochtml Fennedy, +, ;oyle, P, and Loh, + #4555& 0ploring change in nglish language teaching Pxford, UF) Machmillan (einemann 16 Lic. Gildardo Palma Lara Little, ;#"//:& Language learner autonomy) some fundamental considerations revisited 1nnovation in "anguage "earning and %eaching #4&4, 47U"5 Long, C #455:& Investigating and responding to student attitudes and suggestions for course improvement %he "anguage %eacher "4#4/&, "?-"5 Markee, D #"//"& 2anaging #urriculum 1nnovation Dew Vork) +ambridge University Press Mc;onough, T and <haw, + 7455?& 2aterials and 2ethods in "% Pxford) Blackwell Dunan, ; #4567& %he "earner3centered curriculum/ Dew Vork) +ambridge University Press Dunan, ; 74554& "anguage %eaching 2ethodology London) Prentice (all Cichards, T + #"//4& #urriculum development in language teaching Dew Vork) +ambridge University Press Cogers, $ #455=& %he di))usion o) innovations London) MacmillanH %ree Press <antos, , #"//=& Propuesta de 2etodolog4a para Desarrollar un Ambiente 1nteractivo de Aprendizaje 5A1DA6 ;ocumento no publicado, Puebla, MIxico <aslow, T and ,scher, , #"//A& %op 7otch 8 UF) Longman <tenhouse, L #45:=& An introduction to curriculum research and development London) (einemann Mitten, M +asteneira, ! Brenes, M Preciado, P !apia, C <Jnche*, G #"//:& $xploring innovation processes in a public university in central Mexico 29%!O" :; #"&, 7:-=A APPENDI8 A 17 Lic. Gildardo Palma Lara ,dopted from Markee #"//"& APPENDI8 B 18 Lic. Gildardo Palma Lara (eception Interaction "roduction %istening (eading /poken Interaction 0ritten Interaction /poken "roduction 0ritten "roduction C2 )a!e no di*cul"% in unders"anding an% +ind o, s&o+en language- .)e")er li!e or /roadcas"- e!en .)en deli!ered a" ,as" na"i!e s&eed- &ro!ided )a!e some "ime "o ge" ,amiliar .i") ")e accen". can read .i") ease !ir"uall% all ,orms o, ")e .ri""en language- including a/s"rac"- s"ruc"urall% or linguis"icall% com&le0 "e0"s suc) as manuals- s&ecialised ar"icles and li"erar% .or+s. can "a+e &ar" e1or"lessl% in an% con!ersa"ion or discussion and )a!e a good ,amiliari"% .i") idioma"ic e0&ressions and collo2uialisms. can e0&ress m%sel, 3uen"l% and con!e% 4ner s)ades o, meaning &recisel%. , do )a!e a &ro/lem can /ac+"rac+ and res"ruc"ure around ")e di*cul"% so smoo")l% ")a" o")er &eo&le are )ardl% a.are o, i". can e0&ress m%sel, .i") clari"% and &recision- rela"ing "o ")e addressee 3e0i/l% and e1eci!el% in an assured- &ersonal- s"%le. can &resen" a clear- smoo")l%53o.ing descri&"ion or argumen" in a s"%le a&&ro&ria"e "o ")e con"e0" and .i") an e1ec"i!e logical s"ruc"ure .)ic) )el&s ")e reci&ien" "o no"ice and remem/er signi4can" &oin"s. can .ri"e clear- smoo")l% 3o.ing "e0" in an a&&ro&ria"e s"%le. can .ri"e com&le0 le""ers- re&or"s or ar"icles- .)ic) &resen" a case .i") an e1ec"i!e logical s"ruc"ure- .)ic) )el&s ")e reci&ien" "o no"ice and remem/er signi4can" &oin"s. can .ri"e summaries and re!ie.s o, &ro,essional or li"erar% .or+s. C1 can unders"and e0"ended s&eec) e!en .)en i" is no" clearl% s"ruc"ured and .)en rela"ions)i&s are onl% im&lied and no" signalled e0&lici"l%. can unders"and "ele!ision &rogrammes and 4lms .i")ou" "oo muc) e1or". can unders"and long and com&le0 ,ac"ual and li"erar% "e0"s- a&&recia"ing dis"inc"ions o, s"%le. can unders"and s&ecialised ar"icles and longer "ec)nical ins"ruc"ions- e!en .)en ")e% do no" rela"e "o m% 4eld. can e0&ress m%sel, 3uen"l% and s&on"aneousl% .i")ou" muc) o/!ious searc)ing ,or e0&ressions. can use language 3e0i/l% and e1ec"i!el% ,or social and &ro,essional &ur&oses. can ,ormula"e ideas and o&inions .i") &recision and rela"e m% con"ri/u"ion s+il,ull% "o ")ose o, o")er s&ea+ers can &resen" clear- de"ailed descri&"ions o, com&le0 su/(ec"s in"egra"ing su/5 ")emes- de!elo&ing &ar"icular &oin"s and rounding o1 .i") an a&&ro&ria"e conclusion can e0&ress m%sel, in clear- .ell5s"ruc"ured "e0"- e0&ressing &oin"s o, !ie. a" some leng"). can .ri"e de"ailed e0&osi"ions o, com&le0 su/(ec"s in an essa% or a re&or"- underlining .)a" consider "o /e ")e salien" issues. can .ri"e di1eren" +inds o, "e0"s in a s"%le a&&ro&ria"e "o ")e reader in mind. 22 can unders"and e0"ended s&eec) and lec"ures and ,ollo. e!en com&le0 lines o, argumen" &ro!ided ")e "o&ic is reasona/l% ,amiliar. can unders"and mos" 67 ne.s and curren" a1airs &rogrammes. can unders"and ")e ma(ori"% o, 4lms in s"andard dialec". can read ar"icles and re&or"s concerned .i") con"em&orar% &ro/lems in .)ic) ")e .ri"ers ado&" &ar"icular s"ances or !ie.&oin"s. can unders"and con"em&orar% li"erar% &rose. can in"erac" .i") a degree o, 3uenc% and s&on"anei"% ")a" ma+es regular in"erac"ion .i") na"i!e s&ea+ers 2ui"e &ossi/le. can "a+e an ac"i!e &ar" in discussion in ,amiliar con"e0"s- accoun"ing ,or and sus"aining m% !ie.s. can .ri"e le""ers )ig)lig)"ing ")e &ersonal signi4cance o, e!en"s and e0&eriences. can &resen" clear- de"ailed descri&"ions on a .ide range o, su/(ec"s rela"ed "o m% 4eld o, in"eres". can e0&lain a !ie.&oin" on a "o&ical issue gi!ing ")e ad!an"ages and disad!an"ages o, !arious o&"ions. can .ri"e clear- de"ailed "e0" on a .ide range o, su/(ec"s rela"ed "o m% in"eres"s. can .ri"e an essa% or re&or"- &assing on in,orma"ion or gi!ing reasons in su&&or" o, or agains" a &ar"icular &oin" o, !ie.. 21 can unders"and ")e main &oin"s o, clear s"andard s&eec) on ,amiliar ma""ers can unders"and "e0"s ")a" consis" mainl% o, )ig) ,re2uenc% can deal .i") mos" si"ua"ions li+el% "o arise .)ils" "ra!elling in an area .)ere ")e language is can .ri"e &ersonal le""ers descri/ing e0&eriences and can connec" &)rases in a sim&le .a% in order "o descri/e e0&eriences and can .ri"e s"raig)",or.ard connec"ed "e0" on "o&ics- .)ic) are 19 Lic. Gildardo Palma Lara regularl% encoun"ered in .or+- sc)ool- leisure- e"c. can unders"and ")e main &oin" o, man% radio or 67 &rogrammes on curren" a1airs or "o&ics o, &ersonal or &ro,essional in"eres" .)en ")e deli!er% is rela"i!el% slo. and clear. e!er%da% or (o/5 rela"ed language. can unders"and ")e descri&"ion o, e!en"s- ,eelings and .is)es in &ersonal le""ers s&o+en. can en"er un&re&ared in"o con!ersa"ion on "o&ics ")a" are ,amiliar- o, &ersonal in"eres" or &er"inen" "o e!er%da% li,e 8e.g. ,amil%- )o//ies- .or+- "ra!el and curren" e!en"s9. im&ressions. e!en"s- m% dreams- )o&es : am/i"ions. can /rie3% gi!e reasons and e0&lana"ions ,or o&inions and &lans. can narra"e a s"or% or rela"e ")e &lo" o, a /oo+ or 4lm and descri/e m% reac"ions. ,amiliar- or o, &ersonal in"eres". A2 can unders"and &)rases and ")e )ig)es" ,re2uenc% !oca/ular% rela"ed "o areas o, mos" immedia"e &ersonal rele!ance 8e.g. !er% /asic &ersonal and ,amil% in,orma"ion- s)o&&ing- local geogra&)%- em&lo%men"9. can ca"c) ")e main &oin" in s)or"- clear- sim&le messages and announcemen"s can read !er% s)or"- sim&le "e0"s. can 4nd s&eci4c- &redic"a/le in,orma"ion in sim&le e!er%da% ma"erial suc) as ad!er"isemen"s- &ros&ec"uses- menus and "ime"a/les and can unders"and s)or" sim&le &ersonal le""ers can communica"e in sim&le and rou"ine "as+s re2uiring a sim&le and direc" e0c)ange o, in,orma"ion on ,amiliar "o&ics and ac"i!i"ies. can )andle !er% s)or" social e0c)anges- e!en ")oug) can;" usuall% unders"and enoug) "o +ee& ")e con!ersa"ion going m%sel,. can .ri"e s)or"- sim&le no"es and messages rela"ing "o ma""ers in areas o, immedia"e need. can .ri"e a !er% sim&le &ersonal le""er- ,or e0am&le ")an+ing someone ,or some")ing. I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent -ob can .ri"e a series o, sim&le &)rases and sen"ences lin+ed .i") sim&le connec"ors li+e and<- /u"< and /ecause<. A1 can recognise ,amiliar .ords and !er% /asic &)rases concerning m%sel,- m% ,amil% and immedia"e concre"e surroundings .)en &eo&le s&ea+ slo.l% and clearl%. can unders"and ,amiliar names- .ords and !er% sim&le sen"ences- ,or e0am&le on no"ices and &os"ers or in ca"alogues. can in"erac" in a sim&le .a% &ro!ided ")e o")er &erson is &re&ared "o re&ea" or re&)rase ")ings a" a slo.er ra"e o, s&eec) and )el& me ,ormula"e .)a" ;m "r%ing "o sa%. can as+ and ans.er sim&le 2ues"ions in areas o, immedia"e need or on !er% ,amiliar "o&ics. I can write a short, simple postcard, for examples sending holiday greetings I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form can use sim&le &)rases and sen"ences "o descri/e .)ere li!e and &eo&le +no.. can .ri"e sim&le isola"ed
&)rases and sen"ences. 20 Lic. Gildardo Palma Lara APPENDI8 C 21 Lic. Gildardo Palma Lara APPENDI8 D 22 Lic. Gildardo Palma Lara APPENDI8 E 23 Lic. Gildardo Palma Lara Inno+ation Inno+ation9 t" ELP A &u''&t( tool *or #ro)otin' inno+ation. It i& &#lit u# on t"r &ction&9 ,: t" #a&&#ort; -: t" Lan'ua' Bio'ra#"1 7LB:; t" (o&&ir. <"o Actor&= &ta6"ol(r& A(o#tr&9 En'li&" tac"r. I)#l)ntr&9 tac"r. Clint&9 &tu(nt&. R&i&tr&9 &tu(nt& Su##lir&=c"an' a'nt&9 tac"r= En'li&" coor(inator. <"at Ara7&: o* c"an' An inno+ation >"ic" in+ol+& #ro)otin' &tu(nt& &l* autono)1 to &1&t)aticall1 6# an account o* t"ir larnin' in&i'"t& t"rou'"out t"r (i**rnt #art& o* a #ilot( #ort*olio. <"r Socio3cultural cont!t T" inno+ation >a& accuratl1 )a&ur( accor(in' to t" Mar6%& &3&"a# o* +alu la(n &ta'& o* inno+ational (+lo#)nt at t" Co))on Fra)>or6 o* Lan'ua'& at a Pu5lic Uni+r&it1 in Cntral M!ico. <"n Di**u&ion rat Inno+ator&=arl1 a(o#tr&9 ?@A. La''ar(&9 ,@A. <"1 Attri5ut& o* t" inno+ation T" ELP i& a co)#anion (+ic o* t" CEFR >"ic" i& 5in' a(o#t( 51 &+ral co"ort& o* t" Lan'ua' Facult1. Littl 7-@@B: &tron'l1 ar'u& t"at i& u&( to #ro)ot larnr& &l* autono)1 >"ic" i& u&( >i(l1 t"rou'"out Euro#. C al&o &tat& t"at )i'"t 5 >lco)( in Latin3A)rica a& a tool o* &l* rcor(in' L- larnin' **ort&. Co> I)#l)ntation )o(l B1 ncoura'in' &tu(nt& 6# trac6 o* t"ir larnin' **ort& t"rou'" (i**rnt +r&ion&=la1 out& o* t"i& #ort*olio Co))nt& T"i& >a& a #r&onal inno+ation 5a&( on )1 t"ortical un(r&tan(in' o* t" #lurilin'uali&) in Euro#. It >a& run >it" P&1c"olo'1 &tu(nt& o* t" *ourt" l+l o* t" En'i&" Co))on Fra)>or6 o* Lan'ua'& at t" Pu5la%& Pu5lic Uni+r&it1. It &ucc(( a& a tool to n"anc larnr& autono)1 >"ic" in turn rn(r( !cllnt r&ult& >it"in t"i& 'rou# in an action r&arc" &tu(1. A(a#t( *ro) <ittn. Ca&tnira. Brn&. Prcia(o. Ta#ia D SEnc"F 7-@@B: APPENDI8 F 24 Lic. Gildardo Palma Lara APPENDI8 G 25 Lic. Gildardo Palma Lara Not& 26 i se propuso la creaciWn de un !ronco +omKn Universitario #!+U& con cursos de naturaleza interdisciplinaria y compleja <ue desarrollar4an en el estudiante procesos de pensamiento cr4tico y anal4tico- tambi=n incentivar4an la creatividad y la apropiaci>n de )ormas mucho m?s )le0ibles de pensar acerca de c>mo concebir el mundo- lo <ue ayudar4a a los egresados a seguir aprendiendo durante toda su vida pro)esional/ #+atJlogo de programas del !ronco +omKn Universitario BU,P ;L$<, 455=& ii $ste currXculo presenta tres componentes) 4 M,!$CI,< ;$ %PCM,+IYD L$D$C,L UDIG$C<I!,CI, <e orientan al cumplimiento de ob-etivos bJsicos para el desarrollo del e-e transversal en forma de materia con crIditos, entre las cuales pueden ser obligatorias y optativas> " $<+$D,CIP< ;$ ;$<,CCPLLP <e orientan por los ob-etivos particulares del e-e transversal y se concretan mediante la reali*aciWn de eventos acadImicos, ambientes institucionales y actividades tutorales> ? ,+!IGI;,;$< ID!$LC,;PC,< <e orientan por los ob-etivos particulares del e-e transversal y se concretan integrados a materias del currXculum correlacionado +aptan crIditos integrados en las materias disciplinarias del currXculo correlacionado #Modelo Universitario Minerva> p??& iii !he Tacobs and %arrell.s #"//4& 3Paradigm shift in second language education. which defines eight typical fields of change #see appendix L& i! 2@@@ >or(&